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• Introduction
• 1.1 Basic provisions of linguistic pragmatics
• 1.2 Features of the translation of fiction
• 2.1 Representatives
• 2.2 Directives
• 2.3 Commissions
• 2.4 Expressives
• Conclusion

Introduction

This work is devoted to the peculiarities of transmission in the translation of pragmatic aspects of English artistic text.

The relevance of this work is due to the fact that modern conditions globalization, with the erasure of boundaries and the formation of a single global information space, mutual understanding of people of different cultures becomes more important than ever. Translation, in particular, being a form of implementation of intercultural communication, in its various forms serves to achieve mutual understanding of people speaking different languages. The above applies equally to literary translation, since it is literary texts that fully acquaint readers with the culture of another nation. Among literary texts, the detective genre occupies a special place due to its popularity and mass character, therefore, the study of the peculiarities of the translation of detective literature makes it possible to establish the patterns of practical translation activity, and, therefore, further contribute to the improvement of such activity.

Among the works of detective literature a special place is occupied by the books of Agatha Christie. She turned out to be one of the most published writers in the history of mankind, her books were published with a total circulation of over 2 billion copies. Agatha Christie's books have been translated into more than 100 languages ​​of the world, and perhaps it is she who is the most international writer of our time. The writer gained popularity with her imagination and the ability to ask readers complex logical riddles, the solution of which is the essence of the works of the classic detective genre. But, in addition to the criminal plot, Agatha Christie's books also create multifaceted images of people, book characters, and it is through her books that millions and even billions of readers around the world learn about the life and life of people in England in the 20th century, about their relationships, about English traditions and customs and much more. Therefore, translations of Agatha Christie's books play a particularly important role in the development of intercultural communication, in educating readers' interest in foreign countries, in developing tolerance and tolerance for foreign customs.

The purpose of this work is to study the problems associated with the reproduction of the pragmatic aspects of the text of Agatha Christie in translations from English into Russian.

The purpose of the work identified specific tasks:

explore theoretical approaches to the definition of pragmatic functions of language within the framework of the theory of speech acts;

learn the basic principles of translation fiction;

to analyze the text of the work of Agatha Christie in terms of identifying the main pragmatic means used by the author;

to identify ways and means of transferring the features of pragmatics in translation based on the stories of Agatha Christie.

The object of the research is the translation of fiction from English into Russian as an element of intercultural communication.

The subject of the study is the pragmatic features of Agatha Christie's texts and the specifics of their transmission in Russian translations.

Taking into account the tasks set, the structure of the work was determined. The work consists of two chapters, introduction, conclusion and bibliography.

The first part briefly outlines theoretical ideas about linguistic pragmatics, about the features of a literary text and literary translation. The second chapter presents an analysis of two translations of one story by Agatha Christie. In conclusion, given general conclusions for all the work done.

1. Pragmatic aspects of translation

translation artistic English pragmatics

1.1 Main provisions linguistic pragmatists

When considering translation from the point of view of linguistic pragmatics, or, more specifically, from the point of view of the theory of speech acts, it should first of all be said that pragmatics as such primarily takes into consideration those aspects of language that take into account the human factor, attention is drawn to on the functional aspect of linguistic means, on their contextual conditionality, on linguistic communication in terms of the mutual influence of communicants in the process of communication, that is, on what is usually called the pragmatic meaning of the statement (Arutyunova 1981: 356). At the same time, there is no strict distinction between semantics and pragmatics, since only the aspect of studying the same linguistic phenomena differs: if only expressions and their designates are analyzed, then this study belongs to the field of semantics, but if the study takes into account the influence of a person using the language, then it belongs to the realm of pragmatics.

That is, the distinction between semantics and pragmatics runs along the line of delimitation of the meaning and use of words in speech communication, since natural language speakers master not only fixed lexical meanings, but also by fixed rules for the use of words. V.Z. Demyankov pointed out the difference between informational and "accompanying" aspects of the statement, which correlates with the distinction between semantic and encyclopedic information (Demyankov 1981:373-374). In addition, it is also important that, in addition to its own meaning, each statement can express something more: warn, order, ask, etc.

N.P. Susov believes that, in general, semantics, syntax and pragmatics are in a hierarchical relationship: syntax is determined by semantics, semantics by pragmatics, and all three aspects are subject to context, that is, the primacy of pragmatics is assumed (Susov 1984: 12).

In general, pragmatics as a unified theory has not yet been formed, and at present it is an interdisciplinary field, which includes many linguistic, as well as philosophical and psychological areas.

The subject of a speech act - the speaker - produces an utterance, as a rule, calculated on the perception of it by the addressee - the listener. The utterance acts both as a product of a speech act and as a tool for achieving a specific goal. Depending on the circumstances or conditions in which a speech act takes place, it can either achieve its goal and thus be successful, or not achieve it. To be successful, a speech act must at least be appropriate. Otherwise, the speaker will face a communicative failure, or a communicative failure.

The speech act is a rather complex phenomenon. The theory of speech acts distinguishes three levels, or aspects of the analysis of a speech act.

First, a speech act can be viewed as actually saying something. Considered in this aspect, the speech act acts as a locutionary act (from the Latin locutio "speaking").

The locutionary act, in turn, is a complex structure, since it includes both the pronunciation of sounds (the act of phonation), and the use of words, and their linking according to the rules of grammar, and the designation of certain objects with their help (the act of reference), and attributing certain properties and relations to these objects (the act of predication).

However, a person, as a rule, in the process of speaking also performs some action that has some extralinguistic purpose: he asks or answers, informs, assures, etc. A speech act, considered from the point of view of its extralinguistic purpose, acts as an illocutionary act. An integral, i.e., generalized and integral characteristic of an utterance as a means of implementing an illocutionary act is called the illocutionary function, or illocutionary power of the utterance. There are two main components in the content of an utterance: the illocutionary function and the proposition.

Further, through speaking, a person achieves some result, although the result of the speech act may not correspond to the goal of the speech act. The speech act, considered in the aspect of its real consequences, acts as a perlocutionary act.

The theory of speech acts was created by J. Austin in the middle of the last century, he considered typical examples of illocutionary acts - question, answer, informing, assurance, warning, appointment, criticism, etc., noting that each language has its own nomenclature of such actions ( Austin 1986).

Illocutionary acts differ in a number of ways. The most famous classification of illocutionary acts was proposed by J. Searle (Searl 1986). The most significant of these features are:

purpose (moreover, only that purpose is meant, which, in accordance with the intention of the addresser, should be recognized by the addressee, and it may not coincide with the true purpose of the speaker);

direction of correspondence between utterance and reality;

the internal state of the speaker;

features of the propositional content of the speech act;

the connection of the speech act with extralinguistic institutions or institutions (Searle 1986:55).

Given these parameters, the whole set of illocutionary acts is divided into five main classes.

1. Representatives, oriented from reality to statement, aim to reflect the state of affairs in the world, suggest that the speaker has an appropriate opinion, and their propositional content is not limited in any way.

2. Directives, with a statement-to-reality orientation, aim to induce the addressee to do / not to do something, suggest that the speaker has a corresponding desire, and their propositional content always consists in the fact that the addressee will / will not perform some action in the future.

3. Commissives, oriented, like directives, from the statement to reality, are used by the speaker in order to bind himself with an obligation to do / not do something, suggest that he has a corresponding intention, and their proposition always has the speaker as its subject.

4. Expressives aim to express a certain psychological state of the speaker (feeling of gratitude, regret, joy, etc.) as a reaction to the state of affairs defined within the framework of the proposition.

5. Declarations - differs from the other four in terms of connection with extralinguistic institutions and the specificity of the correspondence between the statement and reality arising from this fact: declaring (declaring) a certain state of affairs as existing, the speech act of the declaration thereby makes it exist in the real world (Searle 1986 ).

This classification is not entirely correct, since it does not divide the set into non-overlapping groups, and there are speech acts that have features characteristic of different illocutionary classes, but in most cases it is suitable for practical purposes.

Within the five main illocutionary classes, speech acts differ in a number of additional parameters:

Correlation of the speech act with the previous text;

Correlation of social statuses of communicants;

A way of connecting a speech act with the interests of the speaker and the listener;

The degree of intensity of the presentation of the illocutionary goal.

In the communicative context, speech acts are considered taking into account the role of the addressee as a participant in the communication process, that is, in an interactive aspect, which involves taking into account the exchange of actions (verbal and non-verbal), in which at least two persons participate.

Linguists distinguish a number of units of speech activity. The smallest unit, as a rule, is considered a speech act (act), followed by a speech course, speech interaction, or exchange, or dialogic unity, or microdialogue, speech event, or macro-dialogue (Susov 1984:56).

The speech course is the speech action of the communicant from the moment of entering into communication to the change of the speaker and, thus, in the dialogical text it is represented by a replica.

A hierarchically higher position than a move is occupied by speech interaction, which is an act of at least a single exchange of remarks between communicants.

A speech event consists of a series of interactions and forms rather independent, relatively closed dialogues under certain communicative conditions.

The term macroact is also used, meaning that one or more propositions and one or more illocutions are highlighted in the text, which determine its macrostructure. This is a macro act, the activity-target dominant of the text. The pragmatic association of speech acts occurs at all levels - at the level of a separate communicative course, at the level of interaction, at the level of transaction and the entire macro-dialogue (Bogdanov 1990:69).

As can be seen from the foregoing, the classification of J. Searle is quite enlarged, other classifications of speech acts are known, more detailed. The reason for this is that each researcher carries out a classification according to his own characteristics, based on the specific task assigned to him, depending on the theoretical positions of the researcher and the degree of detail of the classification features, and the number of varieties of pragmatic speech acts can reach up to several dozen. O. Jespersen, for example, refers to such a classification, which, however, he does not consider useful: jussive, compulsive, obligative, advisive, precative, hortative, permissive, promissive, optative, desiderative, intentionalis, apodictive, noncessitative, assertive, presumptive, dubitative , potentialis, conditionalis, hypotheticalis, concessionalis.

But, on the other hand, as already mentioned, for practical purposes, Searle's classification usually turns out to be sufficient, and in this paper we will use it.

1.2 Peculiarities translation artistic prose

Among the many complex problems that modern linguistics studies, an important place is occupied by the study of the linguistic aspects of interlingual speech activity, which is called "translation" or "translation activity".

A. D. Schweitzer, for example, pointed out that “one should not forget that translation is a purposeful activity that meets certain requirements and standards and is focused on achieving a certain result. These standards reflect the translator’s holistic orientation, without taking into account which it is impossible to satisfactorily explain the logic of translation decisions" (Schweitzer 1988:23).

Exploring translation as a special kind of verbal communication, translation theory is not limited to the analysis of its linguistic mechanism. After all, translation is not only the interaction of languages, but also the interaction of cultures. Translation reflects both the situation of generating the source text and the situation of translation. It is hardly possible to adequately describe the process of translation, without taking into account the fact that it is carried out not by an idealized construct, but by a person whose value and psychological orientation inevitably affects the final result.

We are interested in this work, first of all, in the consideration of the translation process in terms of pragmatic, that is, interlingual transformation or transformation of a text in one language into a text in another language. The original text is not "transformed", on the basis of it another text is created that differs from the original text in terms of expression, that is, in form, but is equivalent to it in terms of content, that is, coinciding with it in meaning. Based on this, we can say that "translation is the process of transforming a speech work in one language into a speech work in another language while maintaining an unchanged content plan, that is, meaning" (Barkhudarov 1975:67).

It is necessary to note one more question that arises in connection with the above definition of translation equivalence as based on the preservation of an unchanged content plan, that is, meaning. At the same time, it is taken into account that language units are characterized by two-dimensionality, the presence of both form and meaning. At the same time, the decisive role for translation is played by the fact that different languages ​​contain units that differ in terms of expression, that is, in form, but coincide in terms of content, that is, in meaning. If we replace the English brother with the Russian brother, then the translation process takes place here, since these words, which differ in terms of expression, that is, in form, are the same or equivalent in terms of content, that is, in meaning. Most often, the minimum text (speech product) is a sentence, so the translation process is usually carried out within a single sentence, and the sentence, as a rule, eliminates the discrepancy between units of different languages ​​in terms of content. So, when translating, it is not just replaced English word brother into Russian brother or English lives into Russian lives, but the entire English sentence My brother lives in London is replaced by the Russian sentence My brother lives in London, which is different from the original English sentence in terms of expression, that is, in form, but equivalent to it in terms of content, that is, coinciding with it in meaning.

The main problem that the translator faces when transferring referential meanings expressed in the source text is the discrepancy between the range of meanings inherent in the units of the two languages, because there are no two different languages ​​in which the semantic units - morphemes, words, set phrases - would coincide completely in the full scope of its referential meanings.

L. S. Barkhudarov reduces the types of semantic correspondences between the lexical units of the two languages ​​to three main ones: 1) full correspondence; 2) partial compliance; 3) lack of correspondence (Barkhudarov 1975:94). Considering these three cases separately, L. S. Barkhudarov emphasizes that for the theory and practice of translation, the last two cases (partial correspondence and complete lack of correspondence) are of particular interest and difficulty.

Of course, the translation of vocabulary that does not have correspondences in the target language is a certain difficulty, but this difficulty is quite surmountable. Any language can in principle express any concept; the absence in the vocabulary of the language of a special designation for any concept in the form of a word or a stable phrase does not mean that this concept cannot be expressed by means of this language. At the same time, the main goal of translation is always to achieve adequacy. An adequate or equivalent translation is a translation that is carried out at a level necessary and sufficient to convey an unchanged content plan while observing the corresponding expression plan, i.e. standards of the target language.

By definition, A.V. Fedorov, adequacy is "an exhaustive transfer of the semantic content of the original and a complete functional and stylistic correspondence to it" (Fedorov 1983:78).

The main task of the translator in achieving adequacy is to skillfully perform various translation transformations so that the translated text conveys all the information contained in the original text as accurately as possible, while observing the relevant norms of the target language.

Lexical transformations are used when translating if a non-standard linguistic unit at the word level occurs in the source text, for example, some proper name inherent in the source language culture and absent in the target language; a term in a particular professional field; words denoting objects, phenomena and concepts that are characteristic of the original culture or for the traditional naming of elements of a third culture, but which are absent or have a different structural and functional order in the translating culture.

The peculiarity of literary translation considered in this work lies in the fact that literary translation belongs to the category of complex concepts associated with the creative solution of the problems of intercultural and interliterary mediation. In the case of literary translation, the translator is required not only to understand the original meaning, but also to be able to reproduce it in another language, that is, in essence, to create foreign language conditions in which a similar artistic function of a linguistic sign is manifested.

The first objective condition for the translation of a literary text is that the translator reproduces not only and not so much the linguistic signs that make up this text, but their individual and cumulative artistic functions. This requires an understanding of the meaning, that is, the system of images of a literary text in its unity with the means of expression, which is the second necessary condition for literary translation.

Since, due to linguistic and cultural differences, it is impossible to accurately convey all artistic features original, some of the artistic information is lost. However, the figurative movement of the main idea of ​​the poetic work and the main way of its reproduction should remain unchanged.

Reproduction of the complex semantics of a word, its figurative basis, taking into account all the semantic, figurative and sound connections, is not always a feasible task. An obstacle is the difference in the semantic structure of the word: a different degree of breadth of semantics, differences in the stylistic characteristics of the word, in the possibility of compatibility with other words, sharp differences in the morphological structure of the word. In relation to the translation of an English literary work into Russian and, in particular, to the transfer of pragmatic aspects, a large polysemantic nature of English words plays a significant role.

2. Practical study of pragmatic aspects of translation

As a research material in this paper, we used Agatha Christie's story "At Bertam's Hotel" ("The Girl on the Train") in comparison with two translations of the same text into Russian. Russian texts were considered according to the translations of O. Batanova and P. Rubtsov.

The story "The Girl on the Train" was written in 1934, which was at the peak of Agatha Christie's work. The story "The Girl on the Train" is not large in volume, but it is very dynamic, it describes many actions of the characters, often unexpected and unpredictable actions.

Three considerations can be given to justify the choice of research material.

Firstly, the specifics of a detective story is that in the course of the plot, both the main characters (detectives, professionals or amateurs) and a large number of secondary characters carry on continuous conversations; for detectives, conversations, interrogations and polls are an important part of their work, for the writer's dialogues of the characters provide an opportunity to tell the reader a lot of valuable information. In a classic detective story, the writer tells the reader all the information that becomes known to the investigator, and thus the reader is included in a kind of intellectual game, he can solve the mystery before the literary detective does. As a result, most of the pragmatic information that is important for the content of the work is stated in the words of the characters, and therefore the main part of their verbal material is precisely dialogic speech acts of various kinds, communicated to other characters.

Secondly, Agatha Christie is a famous English writer and a recognized master of the word. Her texts are distinguished by diversity, liveliness, emotional and informative richness. Therefore, the texts of Agatha Christie can be considered in a certain respect a model of the English language, and the literary, artistic and linguistic means used by her can be considered as a high-quality representation of literary English.

Therefore, the ways of conveying pragmatic aspects found in the text of the story are indicative of the English language as a whole and deserve to be studied as examples of the practical use of language means in situations of linguistic communication.

As mentioned above, the whole set of illocutionary acts is divided into five main classes. 1. Representatives.

2. Directives. 3. Commissions.

4. Expressives.

All of them are characterized by a number of features - purpose; direction of correspondence between utterance and reality; the internal state of the speaker; features of the propositional content of the speech act; the connection of a speech act with extralinguistic institutions or institutions. According to the named scheme, a practical analysis of the text of the story is further carried out.

2. 1 Representatives

Representatives are oriented from reality to statement, aim to reflect the state of affairs in the world, assume that the speaker has an appropriate opinion, and their propositional content is not limited by anything.

The representatives in the text of the story are presented quite widely, and primarily because the writer is required both in his text from the author and with the help of characters' replicas to give the reader a broad picture of events and facts, to give characteristics of the characters, their relationships, etc. Consider the following example.

This statement is representative because it reflects the presence in England of a town called Rowland Castle.

Agatha Christie's stories are predominantly upper- or middle-class characters and use traditional English language etiquette, with an accompanying set of language clichés. This style can be conditionally called the style of secular conversations, or, more precisely, in the terminology of I. V. Arnold, the register of secular conversations. The use of such a register, among other things, serves as an indication of the social status of the actors, that is, it also performs the function of a representative, determining the mutual position of the actors on the social ladder.

The register of secular conversations specifies the use of neutral and strictly literary vocabulary, any jargon and vulgarisms are excluded. The syntax is emphatically correct, the norms of language etiquette are strictly observed.

Here we can note a very important pragmatic aspect related to the difference in the social status of the speakers, that is, the aspect that in theory is called "the connection of a speech act with extralinguistic institutions or institutions." The speaker, addressing a person of higher social status and being a master for him, is necessarily polite and uses the word sir, and he, in turn, will never turn to a servant with this word.

We have a situation of formal communication, which is characteristic of the communication of people belonging to different social strata, or, as in this case, the communication of a servant and a master. At the same time, both interlocutors equally use a strictly formal style.

In the framework of this work, we will consider the subjective situation of a particular communication as criteria for language acts to the corresponding categories, and use the assessments of the characters in the stories. So, in this dialogue, the servant expects to tell George some information that he considers positive, therefore, this information, firstly, was previously unknown to George, that is, it is new for him, and secondly, this message is a pure example of a representative.

There are many similar situations of communication between masters and servants in the text of the story. At the same time, one can also notice such a feature as the initiative of a person with a higher social status in any particular conversation. In rare cases, servants become the initiators of the dialogue. Servant-initiated conversations occur only when they report on some events that are worthy of the attention of their masters, that is, they use representatives in the full sense of the word.

So, for example, in the following quote, the unexpected birth of a cat, which until then everyone thought was a cat, is new information for George, and this news is told to him by a servant.

Naturally, in this case, as in many other examples, the message addressed by the servant to George is more complex in its semantics. In itself, the fact of the appearance of kittens for the interlocutors is not of particular interest, it is important for them that the cat cannot be used for the purposes intended by George, and the inability of the cat to fulfill the role intended for him makes it difficult to implement George's plans. Moreover, by raising objections, the servant indirectly makes it clear to George that his plans are unrealistic, that he should not leave, and so on.

A literary text is generally distinguished by the richness and complexity of its semantic and pragmatic meaning, and this fragment is no exception.

quite obvious syntactic means expressions and formations of the special style of Agatha Christie are all sorts of descriptions and enumerations.

This technique should be recognized as typical for detective literature, since it attaches great importance to the maximum detailed description pictures of action, descriptions of people, descriptions of places and events.

Quite often, in such enumerations, facts and evidence important for exposing criminals can be hidden, which an attentive reader can discover even before their significance is estimated by the detective. The disguise of such facts among a large amount of related and possibly useless information, given in rather monotonous enumerations, is a trick of the author's game with the reader. The author thus gives the reader the information necessary to solve the crime, but in order to find this information, the reader must be very careful.

Of course, all such descriptions are representative.

2. 2 directives

Directives represent a fairly broad class of illocutionary acts. They are intended to induce the addressee to do or not to do something, suggest that the speaker has a corresponding desire, and their propositional content is always that the addressee will or will not perform some action in the future. Naturally, first of all, directives (in the form of explicit orders) are addressed in a hierarchy from superior to inferior, in the following example - from a passenger to a railway guard.

Subordinates basically give their superiors detailed and structured answers in full accordance with etiquette.

The following directive example is grammatically formatted as a question.

Here it is necessary to clarify that in some systems of pragmatic classification of speech acts, questions are separately distinguished, that is, interrogatives or questives. But, on the other hand, the main purpose of interrogative statements is to request information, in other words, to encourage the addressee to perform a certain verbal action. Based on the fact that the interrogative contains the motivation of the addressee, then in the framework of this work, the interrogative can be attributed to directives.

In addition, it should be noted that in English, standard etiquette questions do not always require an answer, they serve as directives.

Here the expression I beg your pardon?, which is formally representative ("I'm sorry") and designed as a quest, actually has the meaning of a directive - a request to repeat what was said.

2. 3 commissions

Commissives are oriented, like directives, from the statement to reality, and are used by the speaker to bind himself to do (or not to do) something, suggest that he has a corresponding intention, and their proposition always has the speaker as its subject.

So in the following quote, George binds himself to a certain obligation.

It should be noted that in the dialogue commissives are used in close connection and in interweaving with other types of illocutionary acts.

So, George uses the representative here (a fricassee of veal is in preparation), and the indirect directive (telling the servant how he can be called - A wire to me there, or a discreet advertisement in the morning papers, he actually addresses the servant with a message that a servant or uncle will have to call him in. That is, the commissive here is at the same time directives).

2. 4 Expressives

Expressives, as you know, aim to express a certain psychological state of the speaker as a reaction to the state of affairs defined within the framework of the proposition.

In the text under consideration, the message of various kinds of news (representatives), especially unexpected or bad news, is most often accompanied by an expression of an emotional attitude to this news. At the same time, when bad news is reported, emotions are expressed, naturally, unfavorable.

To express an emotional attitude to the statement in the above example, an exclamation point and an emotional colloquial expression rotten things are used.

Expressives often include representatives.

In this example, George, bursting into expressions of expressive courtesy, is actually telling the stranger that he really cares about her. George fell in love at first sight.

Naturally, in expressives, in most cases, the attitude of the speaker to the content of the message is conveyed using standard expressions, often with the help of interjections.

A word or message has an emotional component of meaning if it expresses some emotion or feeling. Pure signs of emotions are interjections. These words make up a very special layer of vocabulary, since they do not have a subject-logical meaning. The expression of an emotion or feeling is usually associated not only and not so much with the desire to communicate about them, but with the desire to convey them to others. Among the most frequent evaluative interjections is the interjection oh. Especially characteristic is the widespread use of interjections for the expressive speech of girls.

Conclusion

This paper discusses pragmatic aspects in the translation of fiction from English into Russian. Pragmatics, first of all, takes into consideration those aspects of the language that take into account the human factor, draws attention to the functional aspect of language means, their contextual conditionality, and linguistic communication in terms of the mutual influence of communicants in the process of communication. At the same time, there is no strict distinction between semantics and pragmatics, since only the aspect of studying the same linguistic phenomena differs: if only expressions and their designates are analyzed, then this study belongs to the field of semantics, but if the study takes into account the influence of a person using the language, then it belongs to the realm of pragmatics.

In particular, within the framework of pragmatics, the theory of speech acts stands out. At the same time, a speech act is understood as a certain minimum unit of speech activity.

The subject of a speech act - the speaker - produces an utterance, as a rule, calculated on the perception of it by the addressee - the listener. The utterance acts both as a product of a speech act and as a tool for achieving a specific goal. Depending on the circumstances or conditions in which a speech act takes place, it can either achieve its goal and thus be successful, or not achieve it.

Illocutionary acts differ in a number of ways. The most significant of these features are: purpose; direction of correspondence between utterance and reality; the internal state of the speaker; features of the propositional content of the speech act; the connection of a speech act with extralinguistic institutions or institutions.

Given these parameters, the entire set of illocutionary acts is divided into five main classes - representative, directive, commissive, expressive and declaration.

This classification does not divide the set into non-overlapping groups, and there are speech acts that have features characteristic of different illocutionary classes, but in most cases it is suitable for practical purposes.

In this paper, the features of pragmatics in the translation aspect are considered. The story "The Girl on the Train" in the original and in translations by O. Batanova and P. Rubtsov was used as material for the analysis.

We are primarily interested in the consideration of translation, and its consideration in terms of pragmatics. In this case, interlingual transformation or transformation of text in one language into text in another language takes place. The original text is not "transformed", on the basis of it another text is created that differs from the original text in terms of expression, that is, in form, but is equivalent to it in terms of content, that is, coinciding with it in meaning.

At the same time, it is a literary translation that is a literary work reproduced in another language. Since, due to linguistic and cultural differences, it is impossible to accurately convey all the artistic features of the original, some part of the artistic information is lost. However, the figurative movement of the main idea of ​​the poetic work and the main way of its reproduction should remain unchanged.

As mentioned above, the whole set of illocutionary acts is divided into five main classes.

1. Representatives.

2. Directives.

3. Commissions.

4. Expressives.

All of them are characterized by a number of features - purpose; direction of correspondence between utterance and reality; the internal state of the speaker; features of the propositional content of the speech act; the connection of a speech act with extralinguistic institutions or institutions.

First of all, we can note the absence in the text given stories declarations, yet other illocutionary classes are widely used.

We can note a very important pragmatic aspect related to the difference in the social status of the speakers, that is, the aspect that in theory is called "the connection of a speech act with extralinguistic institutions or institutions", and is displayed when choosing language means. The speaker, addressing a person who is lower in social status and dependent on him, does not expect either a special reaction or an assessment of the plausibility of the statement. There are many similar situations of communication between masters and servants in the text of the stories. At the same time, such a feature as the initiative of a person with a higher social status in a conversation is noted.

Directives represent a fairly broad class of illocutionary acts. They aim to induce the addressee to do / not to do something, suggest that the speaker has a corresponding desire, and their propositional content always consists in the fact that the addressee will / will not perform some action in the future.

Naturally, first of all directives are sent from masters to servants. Servants generally give their masters detailed and etiquette answers.

In some cases, directives are structured and grammatically formatted as questions. Based on the fact that the main purpose of interrogative statements is to request information, in other words, the interrogative contains the addressee's motivation, then in the framework of this work, the interrogative can be attributed to directives.

Commissives are oriented, like directives, from the statement to reality, and are used by the speaker to bind himself to do (or not to do) something, suggest that he has a corresponding intention, and their proposition always has the speaker as its subject. It should be noted that in the dialogue commissives are used in close connection and in interweaving with other types of illocutionary acts.

Expressives aim to express a certain psychological state of the speaker as a reaction to the state of affairs defined within the framework of the proposition. In the text under consideration, the message of various kinds of news (representatives), especially bad news, is most often accompanied by an expression of an emotional attitude to this news.

Declarations, as noted above, were not found in the text of the story under consideration.

The detective genre in general is a special task for the translator, because, in addition to the author's intention and artistic features, the translator must convey exactly the features of the detective genre, mystery, perhaps - mystery, perhaps - the translator even has to scare the reader (if the author intended it).

Of course, the translation always introduces some changes into the text, which is due to objective reasons - simply because the translation is written in a language different from the original. But good translator must be able to convey the content of the original as fully as possible by means of the target language.

In any case, the translation must convey the pragmatic meanings of the original, the same is required of the semantic and stylistic content of the translation, and of its emotional and expressive component, since all these aspects contain important information for the author. Translation distortions, which are inadmissible in literary translation in general, are doubly inadmissible in a detective story, in a classic detective story, where the author gives the reader all the necessary traces of a criminal, and the reader himself has the opportunity, before a professional policeman or amateur detective does it in the text, to find a solution. puzzles.

List of used literature

1. Arnold I.V. Stylistics. Modern English. - M.: Flinta: Science, 2002.

2. Arutyunova N.D. Addressee factor // Izv. Academy of Sciences of the USSR. SLA. T.4. No. 4, 1981.

3. Barkhudarov L.S. Language and translation. - M., 1975.

4. Barkhudarov L.S., Shteling D.A. English grammar. - M., 1973.

5. Barkhudarov L. S. The structure of a simple sentence in modern English. - M.: Higher School, 1966.

6. Bogdanov V.V. Text and text communication. - St. Petersburg. 1993

7. Vezhbitskaya A. Speech acts // New in foreign linguistics. Issue. 16. Linguistic pragmatics, 1985.

8. Gasparov M.L. Broken styling style. // UFO. 2004, no. 70.

9. Demyankov V.Z. Pragmatic foundations of utterance interpretation // Izv. Academy of Sciences of the USSR SLYA 1981, No. 4.

10. Jespersen O. Philosophy of Grammar. - M.: Publishing house of foreign literature, 1958.

11. Ivanova I.P., Burlakova V.V., Pocheptsov G.G. Theoretical grammar of modern English. - M.: Higher School, 1981.

12. Minyar-Beloruchev R.K. Theory and methods of translation - M., 1996.

13. Austin J. Word as action // New in foreign linguistics. Issue. 17. Theory of speech acts. - M., 1986.

14. Retsker Ya.I. Translation theory and translation practice. - M., 1974.

15. Searl J. R. Indirect speech acts // New in foreign linguistics. Issue. 17. Theory of speech acts. - M., 1986.

16. Susov I.P. Communicative-pragmatic linguistics and its units // Pragmatics and semantics of syntactic units: collection of scientific. works. - Kalinin: KSU Publishing House, 1984.

17. Toper P. Translation and Literature: creative person translator. // Questions of Literature. 1998, No. 6.

18. Fedorov A.V. Basics general theory translation (linguistic problems). - M.. 1983.

19. Hornby A.V. Structures and expressions of the English language. - M.: Booklet, 1992. - 336 p.

20. Schweitzer A.D. Translation Theory: Status, Problems, Aspects - M., 1988.

Research materials

1. Christie A. The Girl In The Train // The Golden Ball and Other Stories. - N.Y.: Dodd, Mead and Company, 1971.

2. "The Girl on the Train", trans. O. Batanova // Agatha Christie. Stories. - M.: Price list, 1991.

3. "The Girl on the Train", trans. P. Rubtsova // Classic detective story. - M.: Eksmo, 1994.

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Course work

« Features of self-attitude in the context of the Self-Concept and the locus of control as a motivational component of the native and visiting residents of the city of Moscow, in the gender aspect »

Completed by (a) student (ka) of the third year, group FP-51, absentee form learning

Kozhevnikova Anna Mikhailovna

___________________/signature/

Scientific adviser:

k. psychol. Sciences, Associate Professor

Saraeva E.V.

____________________/signature/

INTRODUCTION……………………………………………………………………4

Chapter 1. THEORETICAL ASPECTS OF SELF-ATTITUDE AND LOCUS OF CONTROL

1.1 Self-relationship in the structure of I - concepts………………………..6

1.2 Locus - control as a motivational component………………...12

1.3 Gender differences……………………………………….16

Chapter 2

2.1 Organization and conduct of empirical research………………22

2.2 Results of empirical research and their analysis………………….29

CONCLUSION…………………………………………………………...........35

REFERENCES………………………………………….37

APPENDIX……………………………………………………………………38
INTRODUCTION

Self-attitude is a manifestation of the specificity of the relationship of the individual to his own "I". The structure of self-attitude may include: self-respect, sympathy, self-acceptance, self-love, a sense of location, self-esteem, self-confidence, self-humiliation, self-blame, dissatisfaction with oneself, etc.

Many authors consider self-attitude as an experience of one's own value, expressed in a sense of self-respect. Self-attitude has protective capabilities. A person can protect his "I" from negative emotions and maintain self-esteem at a relatively constant level. A person's self-attitude affects his behavior in conflicts, primarily in intrapersonal ones. Self-attitude may vary depending on the characteristics of the particular situation in which it manifests itself.

The self-concept in the system of self-consciousness of the individual is considered as a relatively stable, more or less conscious, experienced, unique system of the individual's ideas about himself, on the basis of which interaction with other people and attitude towards himself is built. As the initial structural elements of the I-concept, the image of "I", self-attitude and self-esteem are considered.

A review of foreign and domestic research on the problem of the self-concept allows us to conclude that there are conflicting views on this topic, its structural and content components.

The relevance of the study of the problem of the self-concept in general and one of its aspects - self-relationship is undeniable. This is due to the fact that the self-concept is the core of the personality, which determines all aspects of its life, especially personal well-being.

Also in this work, we explore the issue of locus of control, as the driving force behind human behavior and characteristics to attribute their successes or failures to internal or external factors. In this study, we combine the themes of self-relationship as a component of the self-concept and locus of control, as a motivational component of the native and visiting residents of the city of Moscow. We will consider the features of self-attitude and locus of control of men and women living in it. Why did you choose this particular city? Moscow is the capital of a huge country, a large metropolis, where people are given a lot of opportunities to realize their goals, opportunities, abilities, but not every resident is able to fully realize their potential. In this paper, we will compare such components of the self-concept as: openness, self-confidence, self-guidance, the need for reflection, self-worth, self-acceptance, self-attachment, conflict and self-accusation, as well as the level of subjective control in terms of gender and origin.

The purpose of the study: to study the features of self-attitude and the level of subjective control of indigenous and visiting residents of the city of Moscow, in a gender aspect.

Object of study: Self-attitude and locus of control.

Subject of study: Self-attitude and locus of control of women and men, native and visiting residents of Moscow.
Research hypotheses:

1. There is a difference in self-attitude and the level of subjective control in women who are native and visiting residents of the city of Moscow.

2. There is a difference in self-attitude and the level of subjective control in men who are native and visiting residents of the city of Moscow.

3. There is a difference in self-attitude and the level of subjective control in men and women.

To achieve the goal of the study and prove the hypothesis put forward, it is necessary to solve the following set of tasks:

1) Analyze the level of knowledge of the self-concept and the motivational sphere of the personality in foreign and domestic scientific concepts.

2) To characterize the main categories of the I-Concept and the motivational sphere.

3) To reveal the concept of self-attitude and locus of control in psychology;

4) Spend empirical research self-relationship as a component of the self-concept and locus of control of indigenous and visiting residents of the city in Moscow in a gender aspect.

Research methods: study and analysis of literature on the research topic, psychodiagnostics, statistical methods of information processing.

Methodological basis for the empirical part of the study, the self-relationship research methodology (MIS) developed by R.S. Panteleev (1989) and contains 9 scales and a methodology for studying the level of subjective control by E.F. Bazhina, E.A. Golynkina, L.M. Etkind.

The empirical base of the study consisted of 40 subjects, the average age is 25 years, 20 native and 20 visiting residents of Moscow, and each of these groups is divided into men and women, 10 people each. A total of 40 people took part in the test.

theoretical significance. Substantiated presence

Practical significance.

Recently, the number of various mental traumas and neuroses associated with the activity or loss of work in many professional categories of people (scientists, military, teachers, etc.) has sharply increased. The value of knowledge about self-attitude, as part of common self-concept, while increasing sharply in the interests of providing psychological assistance.

The scientific novelty of the study lies in rethinking the concepts of personality self-relationship, in finding a connection between the types of personality self-relationship and the level of reflexivity, the severity of emotional response and activity, the adequacy of the “I” image and self-esteem, the locus of control, in describing the characteristics of the ambivalent personality self-relationship The theoretical significance of the work. The theoretical analysis of the literature made it possible to compare different points of view of the authors on approaches to the concept of self-relationship, the structural components distinguished in it, which made it possible to consider the general and individual characteristics of close (often used in the psychological literature as synonyms) definitions - self-esteem, self-image, self- concept The main characteristics of the types of self-attitude of a person in adolescence, which differ depending on the severity of the level of self-accusation, the manifestation of emotionality and activity, the adequacy of self-esteem and self-image, the severity of reflexivity and internality, are determined.

The practical significance of the study Knowledge of the specifics of self-relationship will allow foreseeing human behavior in interpersonal contacts, the resource capabilities of the individual, depending on the adequacy of self-esteem, reflexivity, the degree of personal responsibility. The results of the dissertation research can be used in the activities of teachers of educational institutions, practical psychologists to develop courses pedagogical psychology, to be used within the framework of psychological diagnostics and psycho-correction to level the negative manifestations of a certain type of self-attitude

Course work consists of a theoretical and practical chapter, conclusion, list of references, applications.

The structure of the self-concept is represented by three components: cognitive, affective-evaluative and behavioral. They are unequally studied. The most studied cognitive component, which is formed from the individual's ideas about himself, expressed in verbal form. Less studied is the emotional-evaluative component of the self-concept, which includes two substructures:

1) affective-evaluative

Relevance and research of the problem The problem of self-relationship is not new for psychology, but interest in it does not weaken. Its universality is caused, first of all, by the fact that it belongs to the category of meaning-forming (existential). Despite the field of the chosen professional activity, each person is faced with the definition of his place in life, which is determined by how much a person appreciates and respects himself, accepts and understands his actions, critically evaluates his own successes

The first difficulty in the study of self-attitude is the insufficient development of researchers' approaches to this definition. Self-esteem is understood as self-esteem (A V Zakharova, M I Lisina, V N Markin, M Rosenberg, V F Safin, E T Sokolova, A G Spirkin, E Yu Khudobina) , self-respect (X Kaplan, I S Kon, X Markus), self-acceptance (D Marvel, K Rogers, L Wells), emotional and value attitude (S R Pantileev, O A Tikhomarnitskaya, I I Chesnokova), a system of attitudes aimed at oneself (R Berne, N I Sarjveladze, V V Stolin)

The consequence of the problem posed is the determination of the structural components of self-attitude 3 V Diyanova, S R Pantileev, K Rogers, V V Stolin, T M Shcheglova in the structure of self-attitude, the emotional and cognitive components are distinguished R Berne, I S Kon, M E Kosheva, N N Obozov, N And Sarjveladze et al., in addition to these elements, add a behavioral component. The result is manifested in the increase in the contradictory points of view of researchers on the phenomenon of self

Chapter 1. THEORETICAL ASPECTS OF THE PROBLEM OF SELF-ATTITUDE AND LOCUS OF CONTROL

1.1 The general concept of self-relationship in the structure of the Self-Concept in the works of psychologists

At this stage in the development of psychology, the problem of the self-concept attracts the attention of many domestic and foreign researchers. Not all authors use the term "I-concept", also the terms "I-image", "cognitive component of self-consciousness", "self-perception", "self-attitude", etc. are used to designate this content area.

The problem of "I", self-consciousness of the individual and the self-concept was studied both by foreign psychologists (D.K. Rogers (1994), Z. Freud (1991,1989,1997), Erickson (1996), T. Achenbach, E. Zigler (1963 ), Damon, D. Hart (1982), Epstein S. (1973), G.H. Mead (1962), Rosenberg M (1965) and others), and domestic (B.G. Ananiev (1948), A.V. Zakharova (1993), I. S. Kon (1984), M. V. Korepanova (2001), A. Y. Petrulite (1984), V. V. Stolin (1983), E. T. Sokolova (1989), I I. Chesnokova (1977), E. V. Shorokhova (1966), P. R. Chamata (1966), etc.).

How scientific concept The self-concept came into use in specialized literature relatively recently, perhaps because in the literature, both domestic and foreign, there is no single interpretation of it; closest in meaning to it is self-consciousness. When analyzing the literature that studies the self-concept, one can come across different approaches to determining its structure; different psychologists include various components in its structure.

Self-concept is a dynamic system of a person's ideas about himself, which includes both the actual awareness of one's physical, intellectual and other qualities, as well as self-esteem, self-awareness, subjective perception of influences this person external factors, as well as ideas about how it looks in the eyes of other people; on the basis of the latter, ideas about how he would like to be and how he should behave are also formed.

I-concept is a relatively stable, more or less conscious, experienced as a unique system of individual ideas about himself, on the basis of which he builds interaction with other people and relates to himself. A holistic, although not devoid of internal contradictions, image of one's own "I", acting as a setting in relation to oneself.

Self-concept is an important structural element of appearance psychological personality, folded in communication and activity, the ideal representation of the individual in himself, as in another. The formation of the self-concept of a person occurs with the accumulation of experience in solving life problems and when they are evaluated by other people, primarily parents. The formation of the self-concept, ultimately due to a broad socio-cultural context, occurs in the circumstances of the exchange of activities between people, during which the subject “looks like a mirror into another person” and thus debugs, clarifies, and corrects the images of his “I”. The formation of an adequate self-concept, and, above all, self-consciousness, is one of the important conditions for the education of a conscious member of society.

The self-concept arises in a person in the process social interaction as an inevitable and always unique result mental development as a relatively stable and at the same time subject to internal changes and fluctuations mental acquisition. It leaves an indelible imprint on all life manifestations of a person - from childhood to old age. The initial dependence of the self-concept on external influences is indisputable, but in the future it plays an independent role in the life of every person.

R. Burns, one of the leading English scientists in the field of psychology, who seriously dealt with issues of self-consciousness, defines this concept as follows: “I-concept” is the totality of all a person’s ideas about himself, associated with their assessment. The descriptive component of the self-concept is often referred to as the image of the "I" or the picture of the "I". The component associated with the attitude towards oneself or one's individual qualities is called self-esteem or self-acceptance. The self-concept, in essence, determines not only what an individual is, but also what he thinks about himself, how he looks at his active principle and development opportunities in the future. (Burns R. The development of the self-concept and education. M., 1986.).

Rogers argues that the self-concept consists of ideas about the individual's own characteristics and abilities, ideas about the possibilities of his interaction with other people and with the world around him, value ideas associated with objects and actions, and ideas about goals or ideas that can have a positive or negative direction. Thus, it is a complex structured picture that exists in the mind of the individual as an independent figure or background, including both the Self itself and the relationships it can enter into, as well as positive and negative values ​​associated with the perceived qualities and relations of the Self - in past, present and future.

As Burns notes, the selection of descriptive and evaluative components allows us to consider the self-concept as a set of attitudes aimed at oneself. With regard to the self-concept, the three main elements of the attitude can be specified as follows:

1. The cognitive component of the attitude - the image of I - the idea of ​​the individual about himself.
2. Emotional - evaluative component - self-esteem - an affective assessment of this representation, which may have a different intensity, since specific features of the image of the Self can cause more or less powerful emotions associated with their acceptance or condemnation.
3. Potential behavioral response, that is, those specific actions that can be caused by the image of the Self and self-esteem. (Burns).

I.S. Kon, revealing the concept of "I" as an active-creative, integrative beginning, allowing the individual not only to be aware of himself, but also to consciously direct and regulate his activity, notes the duality of this concept, the consciousness of himself contains a dual "I":

1) "I" as the subject of thinking, reflexive "I" - active, acting, subjective, existential "I" or "Ego";
2) "I" as an object of perception and inner feeling - an objective, reflective, phenomenal, categorical "I" or an image of "I", "the concept of I", "I-concept". (Kon I. S. In search of oneself: personality and its self-consciousness. M., Politizdat, 1984.)

The reflective self is a kind of cognitive schema underlying the implicit theory of personality, in the light of which the individual structures his social perception and ideas about other people. In the psychological orderliness of the subject's representation of himself and his dispositions, the leading role is played by higher dispositional formations - the system of value orientations in particular (Kon I.S. In search of oneself: personality and its self-consciousness. M., Politizdat, 1984.).

I.S. Kon raises the question of whether an individual can adequately perceive and evaluate himself, in connection with the problem of the correlation of the main functions of self-consciousness - regulatory-organizing and Ego-protective. In order to successfully direct his behavior, the subject must have adequate information, both about the environment and about the states and properties of his personality. On the contrary, the Ego-protective function is focused primarily on maintaining self-esteem and the stability of the image of the "I" even at the cost of distorting information. Depending on this, the same subject can give both adequate and false self-assessments. (Kon I. S. Opening Ya. M., 1978).

In turn, the processes of self-knowledge are included in the more comprehensive processes of human communication with other people, in the processes of the subject's activity. How these processes are understood and how, consequently, the subject himself, the carrier of self-consciousness, appears in the study, the results of the analysis of the structure of his ideas about himself, his "I-images", his relationship to himself depend. (Stolin V.V. Self-consciousness of the individual. M., 1984.)

A developed and differentiated positive self-attitude implies self-acceptance simultaneously in two value-semantic positions, personality modes: in the mode of an active, self-effective, successful Self and in the mode of a spontaneous, loving, "warm" Self. autosympathy or self-esteem (Sokolova E.T., Nikolaeva V.V. Personality features in borderline disorders and somatic diseases. M., 1991.)

The factor that creates the greatest risk of destabilizing self-relationship is the low degree of differentiation of the self-concept and, as a result, the lack of autonomy of cognitive and affective processes, which increase the stress availability of the entire complete system(Sokolova E.T., Nikolaeva V.V. Personality characteristics in borderline disorders and somatic diseases. M., 1991.).

The attitude of the individual towards himself, arising as a result of the activity of self-consciousness, being at the same time one of its fundamental properties, significantly influencing the formation of the content structure and form of manifestation of a whole system of other mental characteristics of the individual. Adequately conscious and consistent emotional and value attitude of a person to himself is the central link of his inner mental world, creating its unity and integrity, coordinating and ordering the internal values ​​of a person, adopted by him in relation to himself (Chesnokova I. I. The problem of self-consciousness in psychology. M ., 1977.).

The emotional and value attitude of the individual to himself arises on the basis of experiences included in the rational moments of self-consciousness. A variety of feelings, emotional states experienced at different times, in different life circumstances in connection with thinking about oneself, understanding oneself, etc. constitute that emotional "fund". Being included in self-knowledge, this emotional sphere of self-consciousness at a more or less mature level of development makes it more subtle and perfect both in terms of the method of implementation and in its result, and, being included in the self-regulation of behavior, causes its greater adequacy and differentiation (Chesnokova I.I. The problem of self-consciousness in psychology. M., 1977.).

The most comprehensive and most "convenient" from a socio-psychological point of view, the vision of the problem of the structural components of the "I" is presented in the concept of R. Burns (1986) . He proposes to consider the self-concept as a set of attitudes aimed at oneself. (Burns R. The development of the self-concept and education. M., 1986.). According to the three-component structure of the social attitude, the self-concept also has three components:

1. Real I - attitudes related to how the individual perceives his actual abilities, roles, his current status, that is, with his ideas about what he really is, i.e. the individual's idea of ​​himself;

2. Mirror (social) I - attitudes associated with the individual's ideas about how others see him. The Mirror Self performs an important function of self-correction of a person's claims and his ideas about himself. This mechanism feedback helps to keep the I-real within adequate limits and remain open to new experience through a reciprocal dialogue with others and with oneself.

3. Ideal I - installations associated with the individual's ideas about what he would like to become. The ideal image is made up of a number of ideas that reflect the innermost aspirations and aspirations of a person. These ideas are out of touch with reality. The contradiction between the real and the ideal self is one of essential conditions self-development of the individual. (Burns R. The development of the self-concept and education. M., 1986.)

Thus, the self-concept is a set of a person's ideas about himself and includes beliefs, assessments and behavioral tendencies. Because of this, it can be considered as a set of attitudes inherent in each person, aimed at himself. The self-concept forms an important component of a person's self-consciousness; it participates in the processes of self-regulation and self-organization of a person, since it determines the interpretation of experience and serves as a source of human expectations.

Each of these three installation components can be represented, from the point of view of R. Burns, at least in three modalities:
the real "I", reflecting those attitudes that are associated with actual abilities, roles, statuses ("I-really-actually");
social "I", reflecting those attitudes that are associated with a person's opinion about how others see him ("I-with-the-eyes-Others");
ideal "I", reflecting attitudes that are associated with a person's ideas about the desired "I" ("I-what-I-want-to-be").
In other words, the self-concept is used by R. Burns as a collective term for the totality of a person's ideas about himself.

The self-concept contains the following components:

1) cognitive - the image of one's qualities, abilities, appearance, social significance, etc. (self-awareness);

2) emotional - self-respect, selfishness, self-abasement, etc.;

3) evaluative-volitional - the desire to increase self-esteem, gain respect, and so on.

S. Samuel distinguishes four "dimensions" of "I-concept": body image, "social I", "cognitive I" and self-esteem. Almost any of the images of the Self has a complex, ambiguous structure in its origin (30. Stolin VV Self-consciousness of the individual. M., 1984.).

Also quite well known is the division of "I" into "I am real" and "I am ideal", which in one way or another is already present in the works of W. James, Z. Freud, K. Levin, K. Rogers and many others, and also the distinction between the "material self" and the "social self" proposed by W. James. A more detailed classification of images is proposed by Rosenberg: "real I", "dynamic I", "actual I", "probable I", "idealized I" (Stolin VV Self-consciousness of the individual. M., 1984.).

I-concept - a prerequisite and a consequence of the interaction of the social, is determined by social experience. Its components include:

1) physical I - a scheme of one's own body;

2) real I - a representation of myself in the present tense; (Horney K. Neurosis and personality development. M., 1998.)

3) dynamic I - what the subject intends to become;

4) social I - correlated with the spheres of social integration: gender, ethnic, civil, role-playing, etc.;

5) existential I - as an assessment of oneself in the aspect of life and death;

6) the ideal self is the image of a person that an individual wants or hopes to become, that is, as a set of personality traits that are necessary, from his point of view, to achieve adequacy, and sometimes perfection. (Horney, Allport, Combs, Sauper) (Fress P., Piaget J. Experimental psychology. M., 1975.). (Burns R. The development of the self-concept and education. M., 1986.).

7) fantastic I - what the subject would like to become, if it were possible.

Three main components of the self-concept as an installation structure.

Cognitive aspect of self-concept. The main characteristics of our habitual self-perception. In fact, these are self-descriptions through one or another set of individual features, any role, attribute or status characteristics.

Affective aspect of self-concept. The cognitive component of the self-concept is not perceived neutrally by a person, but always awakens certain feelings and assessments, the intensity of which may vary depending on the social context and on the cognitive content itself. Traditionally, this component of our "I" was designated by the concept of "self-esteem", but recently it has increasingly coexisted with such a concept as "self-relationship".

Studies by H. Markus and T. Kitayama show that self-relationship based on self-expression and the manifestation of personal properties is specific only to Western society.

In general, a number of studies note that the nature of self-attitude is closely related to the characteristics of a person's social experience throughout his life. So, the foundations of self-relationship are laid in early childhood, and the main factor in this case is the nature of the parent-child relationship. At a later age, self-relationship is influenced by the experience of experiencing traumatic situations (hospitalization, death of a loved one, divorce, social failure, etc.) In adults, self-relationship is a fairly stable personal disposition, often correlated with other signs of psychological adaptation, age determines the nature of social self-identification.

However, the question of the influence of the level of self-attitude on the characteristics social behavior man is a separate issue. Since the time of W. James and his famous formula of self-esteem, which, as you know, was a partial division of success into the level of claims, researchers continue to discuss the problem of the value of high self-esteem.

The cognitive component of the self-concept.

The individual's ideas about himself, as a rule, seem to him convincing, regardless of whether they are based on objective knowledge or subjective opinion whether they are true or false. Specific ways of self-perception leading to the formation of the image of "I" can be very diverse.

Self-esteem is manifested in the conscious judgments of the individual, in which he tries to formulate his significance. There are three points essential to understanding self-esteem. Firstly, an important role in its formation is played by the comparison of the image of the real "I" with the image of the ideal "I", that is, with the idea of ​​​​what a person would like to be. In the classical concept of James, the idea of ​​actualizing the ideal "I" is based on the concept of self-esteem, which is defined as a mathematical relationship - the real achievements of the individual to his claims. The second factor, important for the formation of self-esteem, is associated with the internalization of social reactions to a given individual. In other words, a person tends to evaluate himself the way he thinks others evaluate him. This approach to understanding self-esteem was formulated and developed in the works of Cooley and Mead.

A positive self-concept can be equated with a positive attitude towards oneself, with self-respect, self-acceptance, a sense of one's own value; In this case, the negative self-concept becomes synonymous with a negative attitude towards oneself, rejection of oneself, a feeling of inferiority. These terms are used interchangeably in many works on self-concept.

Behavioral aspect The main motivation of any person is the desire for self-actualization.

The least studied behavioral component, which means:

1) intention, readiness for action;

2) real actions;

3) behavior in general or

4) self-regulation of behavior.

I-concepts. Specific actions of a person, which can be caused by his self-representations and / or self-attitude, can be expressed by self-presentations. The following goals and strategies of self-presentation stand out:
desire to please (behavioral strategy - demonstrating agreement with the opinion of another, flattery, excessive politeness, etc.);
promotion of oneself (behaviourally - boasting, exaggeration of merits in comparison with minor shortcomings, etc.);
setting an example (a less common goal,
aimed at arousing admiration or guilt in a partner, expressed in defiantly pro-social behavior);
the desire to arouse sympathy (used in cases where other strategies have not justified themselves, and is aimed at arousing a feeling of pity in a partner, a behavioral strategy is an exaggeration of one's strength, a demonstration of one's weak "I");
the desire to intimidate (as a rule, a goal poorly realized by a person, expressed in poorly controlled behavior when all other strategies have not led to success).

The need for positive attention.

According to Rogers, it is important for any person to be loved and accepted by others. The need for positive attention first manifests itself as an infant's need for love and care. And later it expresses itself in the satisfaction of a person when others approve of him, and frustration when he is dissatisfied.

Rogers also suggested that people need to view themselves positively. The need for positive attention to oneself is an acquired need that appears when comparing one's experiences with the satisfaction or dissatisfaction of the need for positive attention. Developing positive self-attention ensures that a person will strive to act in such a way that both others and himself speak favorably of his actions.

value conditions.

As mentioned above, the child is very susceptible to the influence of significant people for him. Through this, children learn what to do and what not to do. Thus, what Rogers called conditional positive attention, or the condition of value, is created. “Value condition” means that children receive praise, attention, approval for the behavior expected of them by significant others.

The child begins to evaluate himself as a person only in terms of the value of those actions, thoughts and feelings that receive approval and support.

Emotional-evaluative component, which includes two substructures:

1) affective-evaluative

2) the system of emotional-value self-attitude (which includes the so-called global self-esteem, which determines the modality of a person's attitude towards himself).

An analysis of works devoted to the study of a person's attitude to himself allows us to speak of a wide variety of psychological categories used to describe its content. You can name such concepts as generalized self-esteem, self-respect, self-acceptance, emotional and value attitude towards oneself, self-attitude, self-confidence, self-esteem, self-satisfaction, autosympathy, self-worth, etc. Their content is revealed with the help of such psychological categories as “attitude” (D.N. Uznadze), “personal meaning” (A.N. Leontiev), “attitude” (V.N. Myasishchev), “attitude” (S. Coopersmith, M. Rosenberg), “social attitude” (I .S.Kon, N.I.Sarjveladze), "feeling" (S.L.Rubinshtein), "self-respect" (H.Kaplan, I.S.Kon, H.Markus, V.F.Safin), "integral self-esteem" (R. Burns, M. Rosenberg), "self-esteem" (O. M. Anisimova, Z. V. Kuzmina,

A.I. Lipkina, M.I. Lisina).

The most commonly used categories that reveal the essence of a person’s attitude towards himself include four: “general” or “global self-esteem”, “self-respect”, “self-attitude” and “emotional-value attitude towards oneself”. In domestic psychology, the beginning of fundamental research on the phenomenon of a person’s attitude to himself was laid thanks to the works of K.A. Abulkhanova, B.G. Ananiev, V.M. Bekhterev, I.S. Kon, A.F. , S.L. Rubinshtein, N.I. Sardzhveladze, A.G. Spirkina, V.V. Stolin, S.R. Pantileev and I.I. Chesnokova. At present, the category of "emotional-value self-attitude" is dominant in Russian psychology.

One of the most important features of the social and psychological existence of a person is his attitude towards himself, towards his actions, his own personality, i.e. self-awareness.

Self-consciousness manifests a complex set of mental processes and states through which a person isolates himself from the surrounding world, forms his own vision of the world, changes his attitude to his past, present and future. It correlates the motives and actions, desires, inclinations, aspirations of a person, as a result of which the personality determines itself, identifies the most significant needs for itself.

The descriptive component of the I-CONCEPT is most often called the "I-image" or self-image. In the designation of the aspect associated with the attitude towards oneself, there is much less terminological certainty. This is self-esteem, and self-respect, and self-acceptance, and emotional and value attitude towards oneself, and just self-attitude. The identification of self-relationship as an independent object of psychological analysis is most often carried out by distinguishing two aspects in a single process of self-consciousness: the process of obtaining knowledge about oneself (and this knowledge itself) and the process of self-relationship (together with a more or less stable self-relationship as a certain stable characteristic subject).

Psychology has its own, special perspective in the study of this problem. Conceptually, this perspective is most often framed in the general context of the psychological study of the personality, as a question about its self-consciousness, about the personality as "I", which, as a subject, consciously appropriates everything that a person does, refers to itself all the deeds and actions emanating from him, and also consciously accepts responsibility for them as their author and creator. At the same time, the development of self-consciousness goes through a number of steps - from naive ignorance, in relation to oneself, to more and more in-depth self-knowledge, which then combines with an all-defined, and sometimes sharply fluctuating self-esteem (Rubinshtein S.L.; 1982).

one of the most successful attempts to build a model of the structure of self-relationship, based on other theoretical foundations, was undertaken by V.V. Stolin. Knowledge about oneself, and self-relationship - is a consequence of the same general causes that lie outside the subject, in his activity. And, only secondarily, in phenomenologically transformed forms, individual self-assessments can be perceived by the subject himself as capable of generating his true attitude towards himself.

Velichko E.V. (MOSU. Study of self-attitude of students.

Self-attitude (V. V. Stolin, S. R. Pantileev and others), or emotional-value attitude (I. I. Chesnokova) in the national and foreign literature is considered as one of the aspects of self-consciousness along with self-knowledge and self-control (A. G. Spirkin I. I. Chesnokova and others) or as one of the types of human relations along with subject-subject and subject-object relations (V. N Myasishchev, A. F. Lazursky, E. V. Ilyenkov and others). The problem of self-relationship, or the emotional-value attitude of a person, was already mentioned in the works of humanistic psychologists, but this phenomenon began to be studied in most detail by domestic fundamentalist psychologists (V. N. Myasishchev, A. F. Lazursky, V. V. Stolin, etc.), whose work served as a source for subsequent scientific discoveries.
Self-relationship in the classical psychological literature is closely connected with “conscious active selectivity of human experiences and actions” (V. N. Myasishchev) or actually represents “an experience, a relatively stable feeling that permeates self-perception and the “I-image” (A. A. Based on these ideas and following the concept of these authors, we single out two central structural links within the self-relationship: emotional (its macrostructural components are self-esteem, autosympathy, self-interest) and evaluative (actual self-esteem of the respondent) (hence the name - emotional-value attitude) at the same time, we believe that the features of the emotional and cognitive (self-evaluative) "charge" of self-attitude (modality) will be reflected in the nature of the problems experienced by the individual.

The psychological term I in Russian is ambiguous. On the one hand, I am the result of a person separating himself from environment which allows him to feel and experience his own physical and mental states, to realize himself as a subject of activity. On the other hand, a person's own I is also an object of self-knowledge for him.
In this case, the composition of the I of a person includes his self-perception and self-understanding. In other words, how a given person sees himself and how he interprets his actions to himself constitutes the self-concept of the personality. In accordance with his I-concept, a person carries out his activities. Each of us not only sees himself in a certain way, but also evaluates himself and his behavior. This evaluative aspect of the self is called self-esteem.

Self-attitude - as a hierarchical structure, including private self-assessments, integrated in the spheres of personal manifestations and in the complex constituting a generalized "I", which is at the top of the hierarchy. So, R. Schavelzon proposed a model of this kind: generalized self-esteem is at the top of the hierarchy and can be divided into academic and non-academic (associated or not associated with academic success). The latter is divided into physical, emotional and social aspects. However, the structure of the generalized self-relation remains unclear. There are many areas in which personality manifests itself, so mixing psychological structure self-relation to the structure of spheres of self-assessment will not clarify anything. Theoretical attitudes, according to which self-esteem and general self-esteem are an emotional reaction to one or another content of the self-image, turn out to be reducible to those areas of personality and life that can be objects of awareness and evaluation. This is exactly what is expressed in the concept of R. Schavelzon, who, based on an analysis of studies that separate the cognitive and evaluative components of the self-concept, came to the conclusion that this distinction does not make much sense (since there are no sufficient arguments in its favor). Hence, the self-concept and generalized self-esteem are simply the same thing.
Self-esteem is understood as an independent variable that has its own special nature. So, S. Coopersmith and M. Rosenberg consider self-relationship as a kind of personality trait, little changing from situation to situation and even from age to age. The stability of general self-esteem is supposed to be based on two main internal motives: the motive of self-esteem and the need for constancy of the image. The motive of self-esteem is defined as a "personal need" to maximize the experience of positive and minimal negative attitudes towards oneself.
Self-attitude as a feeling, including experiences of various content (self-confidence, self-acceptance, etc.). Researchers L. Wells and J. Marvell, who analyzed various concepts of generalized self-esteem, identified three main understandings of self-attitude:
Self love.
Self-acceptance....
Based on the position that a person exists as a mode of relations to the social environment and to himself, N.I. Sarjveladze gives the following definition of it: personality is a system formation, not only having a certain status in the system social relations and attitude to the social environment, but also in a special way relating to oneself and characterized by a special education - a substructure of self-attitude (Sarjveladze N.I. Personality and its interaction with the social
environment. - Tbilisi: "Metsniereba", 1989.). Therefore, “in structural terms, a person can be represented as a unity of three types of relations: 1) the place occupied in the system of social relations, that is, the social status of a person; 2) the attitude of the individual to his social environment, norms and values; 3) attitude towards oneself” (23, p. 214).
Thus, the cognitive component includes self-esteem. A person develops stable concepts about himself. V.V. Stolin distinguishes three emotional axes of self-attitude: 1) sympathy - antipathy; 2) respect - disrespect; 3) proximity - remoteness. The conative component acts as domestic action to one's own address or as a readiness for such actions. This refers to the manipulative-instrumental and dialogic attitude towards oneself, self-confidence and self-consistency, self-acceptance, self-indulgence and self-flagellation, self-control and self-correction, the expected attitude from others and self-presentation to another, etc.

Based on the basic provisions of the theory of dispositional regulation
social behavior, I.S. Kohn defines self-respect
as an emotional component of a special installation system -
“I-image” (Kon I.S. In search of oneself: Personality and its self-consciousness. - M .: Poli-
tizdat, 1984.), as “a personal value judgment, expressed
nee in the individual's attitudes towards himself (approval or disapproval),
which indicate to what extent the individual considers himself capable of
nym, significant, prosperous and worthy
A person's attitude towards himself is defined as an attitude
education and representatives of the school D.N. Uznadze. In this
tradition is a conceptual model of self-attitude as a social
installation was developed in the most detail by N.I.Sarjveladze. (Sarjveladze N.I. Personality and its interaction with the social
environment. - Tbilisi: "Metsniereba", 1989.)
This researcher first introduced "self-relationship" into the scientific
everyday life as a special concept, classifying it as a subclass
social setting. Self-attitude is defined as
relation of the subject of need to the situation of its satisfaction, which
directed at himself. According to the researcher, the
self-esteem, along with social status and the attitude of the individual to
to the outside world, constitutes the content of the system "personality -
social world” and is one of the structural units of the disposition
the rational core of the personality. By disposition, the author means
predisposition to a certain interaction of the individual with
society and oneself, ... as some kind of readiness or fixation
fixed installation of the subject of life activity.
Content close to self-respect as a setting
education is developed within the framework of the theory of "relative
ny” A.F. Lazursky - V.N. Myasishchev category “self-attitude”.
Self-relationship is seen as a unity of meaningful
and dynamic aspects of personality, a measure of awareness and quality of emotional
a value-based acceptance of oneself as an initiative and
responsible beginning of social activity.
The self-attitude of a person is understood as a complex cognitive
but-affective education, the maturity of which is determined by
the quality of the relationship and the degree of consistency of its components
shchih. Its structure is considered to be
two components: a rational attitude towards oneself as a subject
social activity ("image - I" or categorical "I") and
emotional-valuable attitude towards oneself - experiences and evaluation
ki own significance as a subject of social activity,
forming a reflexive "I".

Researchers who define self-attitude
personality as an attitudinal education, focus their attention
mania in its place in the system of self-regulation. At the same time, self-regulation
lation is understood as the process of organizing by the personality of his
conduct, “which includes the results of self-knowledge and emotions
onal-valuable attitude towards oneself.
It should be noted that in relation to the regulation
aspect of self-attitude, psychologists show the most painful
my research interest. Even W. James wrote that self-
feeling is manifested through "instinctive urges", which
rye are aimed at caring for a person about himself, at his desire for
social and spiritual self-preservation ”(James W. Psychology. - M .: Pedagogy, 1991)

The attitude of the individual towards himself
influence on the manifestation of social activity of the individual,
pours its adequacy and differentiation. It stands
motive of self-regulation of behavior and is updated at all stages
the smell of the implementation of a behavioral act, starting with its motivation
components and ending with their own assessment of the achieved
effect of behavior, participates in the mechanisms of regulation of behavior
from the level of a specific situation of activity to the level
long-term implementation of ideological plans.
In psychology, there is a huge amount of research
ny, in which a close relationship is established between the attitude of personal
attitude towards oneself as a subject of life relations and its behavior
eat. They note that high
self-respect of the individual is a condition for its maximum
activity, productivity in activities, implementation of creative
whom potential, affects the freedom of expression of feelings, level
vein of self-disclosure in communication. Positive stable sa-
relationship lies at the basis of a person's belief in his own abilities.
sti, independence, vigor, is associated with his readiness
to risk, determines optimism regarding the expectation of successful
sti of their actions in a situation of uncertainty. People with
positive self-attitude are less absorbed by their internal problems, suffer from psychosomatic races much less often.
devices. One of the motives that prompt a person to comply
to give moral standards, is his desire to preserve the position
living self-relationship.
At the same time, negative self-attitude is a source of
com various difficulties in communication, since a person with such
attitude towards oneself, he is sure in advance that others are bad for
belong to him. The problem of dignity, the value of one's "I"
almost completely absorbs his attention, in connection with which the level
human activity is unnecessarily increased, thereby making it difficult
choice of an adequate way of interaction, his behavior becomes
hangs rigid. Negative, conflicting attitude of personal
self-discipline determines its deviant behavior:
offenses, drug addiction, alcoholism, aggressive and suicidal
distant behavior is associated with maladaptive, asocial
forms of behavior, is one of the causes of deviation, positively correlates with depression.
Human perception is biased. IN
in the process of cognition of the real world, a person introduces something of his own,
subjective. He refers primarily to those influences,
which, in view of their close relation to his own needs,
interests, inclinations, have a strong influence on him
i.e. “The same real world “turns” for separate
of a certain person, as if by his special side ... From one and that
but the phenomenon and the object are “scooped out” of different contents; their
essence, remaining the same in numerous individuals
perceptions, acquires for each person his own
be the meaning ... ".
One of the factors that determine bias
perception of a person is his self-attitude. "From one hundred
rony, the attitude of the individual to himself arises and is formed in the pro-
process of self-knowledge at its different levels, on the other hand, self-relationship
in the form in which it has developed at a given stage of development
personality, significantly affects the entire process of self-knowledge, op-
reshaping its specificity, orientation and individual, personal
tint."

There are three regulatory functions of self-
personality relationships:
- study of the influence of the attitude of the individual to himself as a subject
life relationships on her behavior;
- the study of the self-attitude of the individual as a determinant of self-
perception;
- the study of the conditioning of the self-attitude of the personality of its
acceptance of other people.
In the psychological literature, the self-attitude of the personality is op-
is also defined as an emotional component of self-consciousness. The attitude of the individual to himself as an affective composition
self-consciousness most often arises due to the fact that its
the cognitive component is not perceived by a person indifferently
personally. The most common concept, with the help of which
which describes the emotional component of self-consciousness, is
the term "emotional-value self-attitude".
Theoretical foundations for understanding self-relationship as a
The components of self-consciousness were laid down by I.I. Chesnokova, who
introduced into scientific use the concept of "emotional value self-
relation". She determined the emotional-valuable self-
attitude as a specific type of emotional experience,
which reflects the individual's own attitude towards
what she learns, understands, “discovers” about herself.

(Chesnokova I.I. Problems of self-consciousness in psychology. - M .: Na-
uka, 1977.)

At the same time, experience is understood as an internal dynamic
the basis, the mode of existence of self-relationship, through which
which person is aware of the value meaning of their own
close to you. It can proceed both in the form of a direct
noah emotional reaction, and in the "inactual form" (P.M.
Jacobson), “when a living emotional reaction is absent and
is replaced by a value judgment, behind which is currently
moment is not an actualized stable feeling, but a folded,
at a certain time, directly experienced emotional
naya reaction".
At the basis of the self-relationship
lives an assessment by the personality of his "I", his own traits in relation to
to the motives that express her need for self-realization
zation.
Self-attitude in the framework of this approach is understood as
formed in the process of correlating a person's own
qualities with motives for its self-realization.

The third most important aspect of consideration
self-relationship is its study as a component of self-consciousness
niya. Most often, in this case, to designate a self-relationship as
structural component of self-consciousness, the concept is used
"emotional-valuable self-relationship".
The analysis carried out allows us to speak about the existence
three different approaches to consider the relationship of a person to himself:
understanding of self-attitude as an affective component of self-
consciousness (self-attitude in the structure of self-consciousness), as features
personality (self-attitude in the structure of personality), as a component
and self-regulation (self-relationship in the system of self-regulation). Their
integration is possible on the basis of the methodological provision on
unity of activity, personality and (self) consciousness. So,
S.L. Rubinshtein writes that “the study of ... the activity of natural
but it also naturally turns into the study of personality traits ... All-
what activity comes from the personality as its subject ... Personal
ness as a conscious subject is aware not only of the surrounding
but also himself in his relations with others ... consciously
appropriates everything that a person does, refers to himself everything
deeds and deeds emanating from him and consciously accepts
responsibility as their author and creator...
ma... the study of personality... ends with the disclosure of self-consciousness
niya".
System analysis of self-attitude suggests its distribution
seeing as presented simultaneously on three levels
psychological being of a person: activities, personality as
the subject of this activity and self-consciousness as a semantic core
personality. Involving in this or that activity, the personality is
thinks of himself as a subject of activity. The result of taco
comprehension is the attitude of the individual to himself as expressed
development in self-consciousness of the personal meaning of "I" in relation to
to the motives of self-realization. Formed in the process of comprehension
the personality of itself as a subject of life relations, self-
relation is found in the structure of personality as a meaningful
your disposition. At the same time, being stable, relatively
dependent on actual life experience, it is projected
into activity as an attitude, a state of readiness of the individual
to one behavior or another.
Structural components of self-attitude
In psychology, there are two opposing approaches to
explanation of the structure of self-relationship. In the first, it is considered
yut as one-dimensional, secondly, as a complex structured psycho-
chemical education. The question of the structure of self-relationship in the
in this case, it is not posed, and its content is understood as a universal
greasy for all subjects indivisible feeling "for" or "against"
his "I". The definition of self-relationship as a one-dimensional
formation has not found its empirical confirmation as in
temporary domestic, and in foreign psychology. Some researchers define this self-attitude
definition of a “conceptually empty concept”, “conceptual phantom
mom." Theoretical foundations for considering the relationship of personal
self-relationship as a one-dimensional mental formation is subject to
are criticized for implicitly suggesting that
only the object of cognition possesses complexity and multidimensionality.
niya - "I", but not the relation to it.
The most fully explaining the structure of the self-relationship is
its understanding as education, the complexity of the structure of which
hori is due to the diversity and depth of life relations
personality. A meaningful analysis of the structural components
self-relationship allows us to distinguish two different
semantic content, jointly functioning sub-
systems: "evaluative" and "emotional value" (S.R. Panti-
lei). (Pantileev S.R. Self-attitude as an emotional-evaluative system
subject. - M .: MGU, 1991.) In the case of evaluation, self-attitude is defined as "self-
respect”, “sense of competence”, “sense of efficiency”.
As an emotion, self-attitude is referred to as "autosymp-
tiya”, “self-esteem”, “self-worth”, “sa-
acceptance." Both subsystems are in relation to mutual
transformations.
The qualitative difference between the components of self-relationship
niya notes a number of foreign [Burns R. The development of the self-concept and education. - M .: Progress,
1986. - 422 p.
2. James W. Psychology. - M.: Pedagogy, 1991. - 368 p.
3. Kon I.S. In search of oneself: Personality and its self-consciousness. - M .: Poli-
tizdat, 1984.] and domestic
psychologists [Pantileev S.R. Self-attitude as an emotional-evaluative system
subject. – M.: MGU, 1991. – 110 p.
5. Sarjveladze N.I. Personality and its interaction with the social
environment. - Tbilisi: "Metsniereba", 1989. - 206 p.
6. Stolin V.V. Self-consciousness of the individual. - M.: MGU, 1983. - 284 p.
7. Chesnokova I.I. Problems of self-consciousness in psychology. - M .: On-
uka, 1977.]. For example, I.I. Chesnokova speaks of
self-relationship as consisting of fundamentally different
its content of direct emotional reaction and
its “inactual form” (P.M. Yakobson), when a living emotional
17
naya reaction is absent and replaced by a value judgment;
E.T. Sokolova writes about the social-comporative assessment of qualities
(SC-assessment) and assessment of the second type - satisfaction with these
qualities; N.I.Sarjveladze, A.V.Zakharova and I.S.Kono-
valchuk - about the cognitive and affective components of self-reference
solutions; B.S. Bratus - about its value and operational
scientific and technical structures; S.R. Pantileev - about appraisal
noah and emotional-value subsystems of self-relationship.
K. Rogers subdivides the attitude towards oneself into self-esteem (assessment
himself as a carrier of certain properties and virtues) and self-
acceptance (acceptance of oneself as a unique individuality,
giving not only dignity, but also weaknesses and shortcomings. R. Burns speaks of a firm conviction in imposing
other people, confidence in the ability to one or another kind
activities and a sense of self-worth, L. Wells,
G.Marwell - about a sense of one's own competence and a sense of
position and sympathy for oneself.
Evaluative (evaluative self-attitude) and emotionally valuable
nostal (emotional self-attitude) subsystems of attitude
fundamentally different in their content. Meaning
"I" of a person as a subject of certain life relations
finds its expression in these subsystems in various
"languages" - self-assessments and emotional relationships. In the base-
The formation of self-relationship subsystems is based on various
psychological mechanisms. Their modalities are organized in a single
system based on different principles. Evaluative and emotional
onal self-relationship is related in different ways to personal traits.
characteristics, occupy a specific place in the system of self-reflection
personality walks. To keep their positive tone
mechanisms of psy-
psychological protection.
At the base of the emotional-value subsystem of self-reflection
wearing lies the life experience of emotional relationships with significant
chimy people, especially with their parents. She is not
so much by assessment as by style of attitude towards oneself, general life
noah installation, formed in the process of personality formation. This subsystem is formed on the basis of intrasubjective
level of assessment within the framework of the Z-Z comparison and reflects the degree
compliance of personal qualities with the requirements that
presents to himself the appraiser. In this case, self-assessment
works according to the principle “like - dislike”, and “I am good”,
identical to "I'm better than myself."

The emotional and value component of the self-attitude is more
more “closed”, individualized, dependent on subjective
evaluation criteria, and as a result of this, it is quite
strong personal education, relatively little subject to
to the influence of actual, current experience. She expresses
generalized, undistorted assessment by the personality of his "I" as a
concept of self-realization and is closely connected with its meaning-forming
motives. The source of stability of emotional self-attitude
negative experience is found in its derivative from
the so-called "unconditional maternal love" (E. Fromm,
K. Rogers), love “for no reason” and even “in spite of”, and it is from this
persistent and little dependent on life's failures.

Let's build this part of the chapter according to the following scheme. The description of each aspect begins with a graphic symbol and a title. The following is a categorical definition. The next part is the physical definition; it is not as ponderous as the categorical one and is more understandable, similar to those encountered in natural science.

"Deciphering and indicators": the content of the aspect, some of its forms (from more or less commonly used ones), keywords.

In the section "Perception" - some features of the corresponding aspect of the Jungian function.

"Description". Each aspect has its own vocabulary, its own language.

The last part contains examples (three small text). Although they are intended to illustrate this particular aspect, one should not forget that any phenomenon naturally has internal and external, statics and dynamics, and can be considered both as an object and as a system of its interactions. This means that in any phenomenon, all eight aspects can be distinguished. The same applies to texts. In any of them you will find not one aspect, but - to a greater or lesser extent - each of the eight. It's just that one of them prevails and determines the angle of view from which the phenomenon is considered.

Somendostasis

(internal body statics)

(Y. extraverted intuition; A. black intuition.)

A set of properties of a body (object). Defined by these properties, the potential to change an object or change its relationship with other objects.

Decoding and indicators. Body properties (for example, at 100 degrees water boils). The potential capabilities of the object determined by the properties (if water is heated to 100 degrees, it will boil), its purpose (water is suitable for creating a steam engine). Design and arrangement of the object (molecular structure of water); reflecting the design scheme, model. Potential and qualitative perspective of the object (command-administrative system is doomed). The sign and the sign system (because it is in some sense the equivalent of a schema). For the text - its meaning and content. For theory - its content and possible use.

Perception. Somendhostasis is perceived as an understanding, a vision of an object as a single whole, "in general". To assess the object's so-endostasis means to see its capabilities, to notice what is common in seemingly heterogeneous objects and situations, to predict the object's behavior or its internal changes in a given situation, as well as possible ways for the evolution of its properties. Creativity according to somendhostasis is the construction of an object, the education of a person, etc.

Description. Somendostasis is described for the most part by static nouns and relative adjectives. The description of a certain subject on this aspect is called an explanation.

Examples.

1. Kettle - utensils designed to boil water. Usually made of metal, sometimes enamelled. It consists of a container with a hole for collecting water and (not always) a lid. A spout is welded to the container, which facilitates the dosage of boiling water.

2. If a person has become the subject of research, then the result may well be as follows:

“Talent is unthinkable without activity. To a large extent depends on passions. It is born from the combined efforts of our many faculties and the secret union of our inclinations with our knowledge. When one of these conditions is absent, the talent either does not exist at all, or it is an imperfect talent, and the right to this name can be disputed with him. (Vauvenargues, French philosopher.).

In this example, as in the previous one, the attributes of a sommendostatic description are easily seen. There is a characteristic vocabulary and style. The third example demonstrates a similar approach to the most somendostatic science - systems theory.

3. “A type as a system of attributes has each of the following fundamental system properties:

a) integrity: a change in one element (feature) leads to the deformation of the others and vice versa ... the properties of the system as a whole are not reducible to the sum of the properties of the elements;

b) structural: a network of interconnections of elements forms the structure of the system, the mode of action of the system (behavior) depends equally on the modes of action individual elements and from the structure of the type. Equilibrium, stability of the system is determined by the exact consistency of the speeds of the processes occurring in it;

c) hierarchical organization: each of the individual elements can be represented as a system of a lower order, and, in turn, the type itself acts as one of the structural elements of the system higher order;

d) the fundamental relativity of any description of the system: in systemic knowledge, each of its fragments can be built only in connection with other fragments, that is, it is fundamentally impossible to give a “complete” description of the type. (G.S. Lebedev).

The last example perfectly demonstrates the high level of somendostasis, and, on the other hand, the thoughts expressed in it fit the description of psychological types (and types of information).

Someexostasis

(external body static)

(Yu. extraverted sensations; A. black sensory.)

The totality of those properties of an object that appear at a given moment in time and determine its specific relationship with other objects.

Decoding and indicators. The shape of the object, its energy, mobilization, strength, the appearance, quality and degree of implementation of the object (old, worn, brand new, etc.) determined by these parameters, the value and price of the object. If the object of observation is a person, then exactly the same words are used. That is, we are talking about appearance, the shape of the nose, hair color, etc. Phrases like "this person is worth a million and a half." In addition, there are such parameters as activity, mobilization, willpower, perseverance, vigor, etc., which characterize his specific capabilities at the moment in question. Finally, in society, power and money will be analogous to energy.

Perception. The perception of somexostasis is strikingly different from the perception of somendostasis. If the first is understood, then the second is seen. Perception is very concrete, immediate. It is formed as an assessment of the quality of an object or its aesthetics. The conclusion is made about the profitability or disadvantageousness of the acquisition of the object, as well as the possibility of improving its quality.

Description. Somexostasis is described similarly to somendostasis by static nouns and adjectives, but here they are mostly qualitative (red, strongest).

Examples.

1. A fat, pot-bellied, resembling a flying saucer, once an extremely elegant teapot has now become so charred, ugly and pitiful.

2. “He had no money, no apartment where they could lie, no key that could unlock the apartment. He didn't even have a coat. A young man entered the city wearing a green waisted suit. His mighty neck was wrapped in an old woolen scarf. The legs were in lacquered boots with an orange-colored suede top, there were no socks under the boots ”(I. Ilf, E. Petrov.).

3. “For animal husbandry in order to obtain more meat, milk, eggs, grain is not enough, and the state is forced to buy it abroad, really spending hard currency. It must be admitted that this is extremely unprofitable ”(Yu. Chernichenko.).

The huge difference between someexostasis and someendostasis is self-evident, they are "diametrically opposed". This follows from the properties of the pair internal - external, which we have already spoken about.

Someexostasis of an object is its state at a given moment of time, when some of its possibilities have already been realized, which determined its current state, quality and activity, and, consequently, its cost. And someendostasis is what has not yet happened to it, what can still happen to the object, its potential, and not real, possibilities, and that in it that determines these possibilities.

The definitions of the aspects refer to the body, the "object". It must be understood that the object can be a table, a chessboard with pieces, a dry cleaning director, socionics itself - anything you like.

One talented physicist, who graduated with honors from the university, said that having understood the aspects, he began to think much more holistically and clearly. Aspectonics very naturally instills the habit of dialectical thinking, a systematic view of the world.

Someexodynamics

(external body dynamics)

(Yu. extraverted thinking; A. black logic.)

Movements in which an object participates in relation to other objects, or its visible parts in relation to each other. Mechanical processes.

Decoding and indicators. Movement, action and behavior of an object. What is happening with the object, a fact (an event that has taken place). Movement, behavior (a set of actions), business, work, occupation, human activity. In society, external processes include, for example, commodity circulation, historical processes.

Perception. Someexodynamics is seen and perceived directly. Perception is formed into objective, "actual" knowledge. It determines the choice of the method of action, the algorithm, the methodology. Makes it possible to determine the expediency and rationality of the action. At a high level, it allows you to consciously participate in what is happening in the world.

Description. With the help of verbs, verbal forms (participles, participles).

Examples.

1. The teapot, thrown by the strong hand of Agafya Petrovna, seemed to fly somehow slowly, losing the lid and half of the contents along the way. The offender nevertheless managed to dodge, and the teapot, interrupting the work of a gardener who was scurrying in the ground, stuck his spout into a flower bed with violets.

2. “It often happens that in a damp room, furniture assembled with glue dries out. This can be easily fixed. It is necessary to remove the old glue from the spikes, coat them again and, having assembled them, clamp them with a clamp and let them dry.

3. “For more than fifteen years I have been dealing with the problem of money circulation in the USSR. The size of the issue has not yet been disclosed even to specialists. However, calculations show that if we take the ruble in 1961 as a full-weight one, then in 1975 it cost only 75 kopecks, and in 1989 - only 42 kopecks.

Somendodynamiz

(internal body dynamics)

(Yu extraverted emotions; A. black ethics.)

Changes occurring inside the object at a subtle, sub-visible level. The latter means that individual moving elements are not visible (For example, when the mood changes, the concentration of chemicals in the blood and the density electric charges in different parts of the cerebral cortex. However, when we feel the movements of the soul, we sympathize with another person, we are least of all interested in how many and what kind of molecules he and we have released into the blood.).

Decoding and indicators. Internal processes in the object (heating, aging). Excitation, emotions, experiences, mood of a person, his inner life. Public mood, internal life of society.

Perception. Perception occurs by indirect signs: sounds made, their timbre and intonation, as well as facial expressions, gait, etc. It is perceived as feeling the emotions of another, empathy or rejection of them; assessment of the adequacy of the mood to what happened to him (“worries in vain”).

Description. Similar to the description of someexodynamics: verbal forms, verbs, nouns that name moods, emotional states and sounds, as well as adjectives that describe their features.

Examples.

1. Gradually, as if from nowhere, an evil buzz grows - and more and more angrier, more and more insistently demands an exit, searches - louder, louder - and ... that's it. Only the teapot lid taps impatiently.

2. “How kind he was, how great he was at other times! .. Do you remember when I used to be capricious and not say a word to him, and he was also silent for a long time, silent, and finally smiles with his meek smile and says: “Well, come here, my capricious!..” (A. Grigoriev).

3. “You sang until dawn, exhausted in tears,

That you are one love, that there is no other love,

And so I wanted to live, so that, without dropping a sound,

love you, hug you and cry over you"

In the examples illustrating aspects of the object, you can see how they differ from each other. Since perception reflects the structure of the world and similar is known by similar, then the “mental apparatuses” that perceive and process information on each of the aspects are completely different. Somendostasis is "understood", someexostasis is "seen", someexodynamics is "done", and finally somendodynamism is "empathized".

Let's describe the remaining aspects. They will be, in contrast to the first four, aspects of the interactions between objects and processes.

Relandodynamics

(internal field dynamics)

(Yu. introverted intuition; A. white intuition.)

Temporal relationship between events, structural relationship between processes.

Decoding and indicators. The duration of the process in time, its speed. The history of the process, a scheme reflecting this history, for example, the scheme "slave ownership - feudalism - capitalism". Pastime and history of the life of a person or society (both objective and subjective).

Perception. Sense of time (feelings of haste, emptiness of time, etc.). Perception is formed into "imagination" and a vision of the perspective and retrospective of what is happening, the timeliness of an act or emotion.

Description. Verbal forms, dynamic nouns, adverbs, auxiliary words (“occur before...”), etc.

Examples.

1. Fifteen minutes ago I put the kettle on, but it was not going to boil. I could have had breakfast twice during this time. No, it doesn't boil, but I'm in such a hurry.

2. “He returned home in the 52nd year of his life, June 22, 1342, and everything went on quietly in Hobbitania as usual until Bilbo Baggins was about to celebrate his one hundred and eleventh birthday (year 1401). Here is the beginning of our story” (J. R. R. Tolkien).

3. “Our time is amazing, tearing us apart.

We are proud of our century ... "

(A. Dolsky).

You have probably noticed that the perception of reendodynamism is very different from the perception of the "bodily" aspects. Even the name "perception" fits here rather conditionally. "Feeling" is much more appropriate. For example, for the aspect just considered, it was the sense of time. For the next aspect - relaxodynamics - these will be sensory sensations (feeling of hunger, sexual satisfaction, etc.) of the observer. The difference in the perception of these two groups of aspects ultimately leads to the division of people into two groups on the basis of somaticity - relativity. The most developed function of the relatik is the perception of one of the four field aspects. The somatic, on the contrary, has a much better developed perception of bodily aspects than field ones.

Relaxodynamics

(external field dynamics)

(Yu. introverted sensations; A. white sensory.)

Energy relations between processes; energy transfer field.

Decoding and indicators. Heat transfer, etc. phenomena. Form and appearance of the process. Feeling, taste, smell, well-being and health. Aesthetic feeling, the appearance of movement (economical movements, beautiful dance, fiery smile).

Perception. It is formed as sensory sensations (see above). An impression is created about the convenience of using the facility, about cleanliness, human health, coziness and comfort of the room, etc.

Description. Verbal forms, nouns that name the state, quality adjectives and their comparative forms, a large number of adverbs.

Examples.

1. Burning with steam, I filled cups from a heavy teapot. The smell of freshly brewed tea and biscuits was tart and delicious.

2. “Influencing the biologically active zones of the body with a pulsed current, you will relieve pain, asthma attacks and become calm and cheerful without drugs” (Health magazine).

3. “In November, an unfriendly stranger, whom doctors call pneumonia, invisibly walks around the colony, touching one or the other with his icy fingers” (O. Henry).

Relexostasis

(external field statics)

(Yu. introverted thinking; A. white logic.)

An objective measurable relationship between objects, primarily the relationship of location relative to each other.

Decoding and indicators. Pattern. Rules in the broadest sense.

Reasoning, following one fact from another. Logic, analysis. Distance and other measured quantities. Location. Law, relations of kinship, belonging, authorship. Hierarchy (ranks, taxonomic categories, levels of organization of systems, etc.).

Perception. Feeling of correctness, justice, logic, conformity (to something). Awareness of respect, objective position.

Description. A large number of prepositions are used to indicate the relationship of objects. For this, verbs and verbal forms (“should”) are also used.

Examples.

1. My three-liter kettle was on the stove, a neighbor came up to him and poured half a liter of boiling water into his pan. He did this despite the presence of the owner.

2. The pawn only moves forward one square. But on its first move (i.e., if the white pawn is on the 2nd rank or the black pawn on the 7th rank), it can also move two squares forward.

3. “Lemma. If the indicated number series converges at some point whose coordinates are different from zero, then it converges in a rectangle with a vertex at the origin and with a vertex at this point ”(Textbook on Higher Mathematics).

Relendostasis

(internal field statics)

(Yu introverted emotions; A. white ethics.)

Relations of attraction and repulsion between objects.

Decoding and indicators. Interaction of charges, magnets. Subjective emotional attitude, likes and dislikes (love, friendship, enmity). ethical standards. Morality, morality.

Perception. Relendostasis is perceived as a feeling of sympathy, etc., a sense of ethical relations, their adequacy to the desires of a partner. All this makes you feel what kind of behavior in this situation will be the most ethical. The feeling of what is evil and good, what is noble and what is not.

Description. With the use of attitude verbs (to love someone), nouns, adjectives and function words.

Examples.

1. How I love my good old teapot. It was once given to me by a dear old woman, my neighbor. Now, when I look at him, some especially warm feeling arises in my chest, as if for an old friend, with whom we only remember a wonderful person - Polina Yakovlevna.

2. “He instinctively guessed some change in Drouet, and burning jealousy flashed in his chest when he saw that he was almost hugging Carrie. He could not forgive himself that he himself advised Drouet to go backstage, and already hated his friend as a person who infringed on his rights. With great difficulty, Hurstwood pulled himself together and congratulated Carrie simply as a friend ”(T. Dreiser).

3. “If ethics wants to assert that certain ways of behaving are a duty, then it wants to say by this that to behave in such and such a way means to create the greatest possible amount of good. The injunction obliging us not to kill tells us that no act called murder will, under any circumstances, accomplish as much good in the universe as its failure to do” (J. Moore).

The word universe in last example means the universe, described, as we now understand, in eight aspects. Each aspect has its own style of intelligent activity. The aspects are fundamentally irreducible to one another. This, in one form or another, has illustrated human knowledge at all times and everywhere. Thinking is irreducible to feelings and vice versa, feelings are not tested by logic. Imagination is opposed to feeling, form to content, work to experience. There are opportunities to create more or less perfect methods of cognition, corresponding to each of the aspects. These are mental functions.

Aspects and functions should be understood very broadly. The answer to the question “Does the impossibility of making delicious soup out of it belong to the tape recorder’s so-endostasis?” positive. The somandostasis of a tape recorder, like that of any object, is infinite. Infinity is present in each of the eight aspects. It is fundamentally impossible to describe all the smallest details of the appearance of an object (somexostasis). It is impossible to notice absolutely exactly all the external movements of the body (somexodynamics). Moreover, it is impossible to study in detail the internal dynamics of an object (somendodynamism)...

The amount of information received on each of the aspects is limited only by the capabilities of the person who knows the subject. The avalanche of the unknown looks sad and grandiose, given that this object is just one of an infinite number of completely diverse objects. So there is a need for informational specialization of the psyche, when out of the entire flow of information a person focuses his attention mainly on only one aspect. However, there are eight of them, and this is not just a set, but a system that also needs to be taken into account. Now about how this system works.