Processes of interiorization of exteriorization in activity. The concept of internalization is a basic element of the psychology of activity

16.01.2021

In human activity, its external (physical) and internal (mental) sides are inextricably linked. The external side - the movements by which a person influences the external world - is determined and regulated by internal (mental) activity: motivational, cognitive and regulatory. On the other hand, all this internal, mental, activity is directed and controlled by the external one, which reveals the properties of things, processes, carries out their purposeful transformations, reveals the measure of the adequacy of mental models, as well as the degree of coincidence of the results and actions with the expected ones.

The processes that provide the relationship between the internal and external aspects of the activity are called internalization and externalization.

Interiorization (from lat. interior - internal) - transition from outside to inside; a psychological concept that means the formation of mental actions and the internal plan of consciousness through the assimilation by an individual of external actions with objects and social forms of communication. Internalization consists not in a simple transfer of external activity to the internal plane of consciousness, but in the formation of this very consciousness.

Thanks to internalization, the human psyche acquires the ability to operate with images of objects that are currently absent from its field of vision. A person goes beyond the given moment, freely "in the mind" moves into the past and into the future, in time and space.

From this it is clear that the mastery of the correct use of words is at the same time the assimilation of the essential properties of things and the methods of operating information. A person, through the word, assimilates the experience of all mankind, that is, tens and hundreds of previous generations, as well as people and groups that are hundreds and thousands of kilometers away from him.

Exteriorization (from lat. exterior - external) is the reverse process of internalization, it is a transition from inside to outside. A psychological concept that means the transition of actions from an internal and folded form to the form of an extended action. Examples of exteriorization: the objectification of our ideas, the creation of an object according to a predetermined plan.

interior - internal).

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Psychology

Internalization of communication processes

The mental processes of a person are subject to changes in the situation of communication, since communication in some "latent" form is contained in them even when the person is alone. The structure of human mental functions has many similarities with the structure of communication processes. This, in turn, occurs due to the fact that mental functions are formed "in early ontogenesis during the internalization of communication processes."

In the process of human ontogenesis, internalization takes place, a certain process, as a result of which stable, deep, synchronous structures of the human psyche are created, similar to the “a priori social forms” of the human psyche. These social mechanisms of the psyche, in turn, determine the nature of the "overlying" changing, diachronic mental processes (respectively, the "speech" of the psyche) of a person (emotional and cognitive), determine their character as social processes. In this vein, internalization acts as a “mechanism for the formation of a mechanism” (the social mechanism of the human psyche).

Internalization does not have a predominant relationship with some specific mental process (memory, perception, etc.), but in equally determines the social forms of all mental processes. The results of internalization relate to the perception of specific socio-cultural information (however, in this case they are especially evident): everything that is perceived (both in the broad and narrow sense of this concept), a person perceives in social forms.

As a result of internalization processes, a feature of the structure of human mental processes appears, due to which their course differs from the course of similar processes in animals.

The prerequisite for interiorization is the unconscious internal plane (in a child in early ontogenesis). As a result of interiorization, this inner plan changes qualitatively, as the plan of consciousness is formed.

As a result of internalization, a number of stable social structures psyche, thanks to which consciousness exists. In addition, the result of internalization is the formation, on the basis of consciousness, of certain detailed internal actions.

Internalization, on the one hand, occurs only in the process of communication (obviously with adults), on the other hand, in the course of transferring an action (which can be performed by a person when he is completely alone) from the external plane to the internal, mental one.

Relationship between communication and internalization

There is a close relationship between communication and internalization: with the gradual formation of mental actions within the framework of the communication of those who form and from whom they form, internalization really takes place and, at the same time, plays a crucial role in this formation. “The process of formation is the activity of one person, namely the one in whom mental actions are formed; his individual activity, and not his interaction with the “other”. This “other” (formative) acts as one of the external elements of activity.

L. S. Vygotsky came to the following conclusion: the formation of the basic social structures of human consciousness occurs in the process of communication. At the same time, the main point is the formation of what is called the symbolic-semiotic function of the psyche, the function due to which a person can perceive the world around him in a special “quasi-dimension”, a system of meanings and a semantic field.

The symbolic-semiotic function is created in the process of internalization. The system undergoes internalization social relations, to the extent that it is "recorded", is presented in the structure of communication between an adult and a child. This structure, expressed in signs, is internalized, "rotates" and "passes" into the child's psyche. The result of internalization is that the structure of the child's psyche is mediated by internalized signs and the basic structures of consciousness are formed.

Internalized signs are assimilated only and exclusively in the process of communication. Nevertheless, ontogeny acts as a determinant of structure. The structure of these signs reflects their origin.

And the initial situation, the structure of which is internalized, is communication, and the internalized, internal structure carries in itself and in its elements a folded communication, called dialogism.

Dialogue, as a hidden mechanism of mental functions, plays a huge role; communication or folded dialogue are seen as "embedded" in the deep, internalized structures of the psyche.

In addition, the signification function has a dialogic structure (that is, it carries knowledge management, collapsed relationships of the subject-subject type).

The psychological term interiorization was introduced by French scientists. The concept meant instilling an ideology into an individual. That is, transfer public consciousness into the individual. In modern English-language dictionaries of psychological terms, internalization is replaced by internalization. For psychoanalysts, this is a mental process that denotes a relationship with a real or imaginary object, the transformation of an external factor into an internal one. The problem of internalization in psychoanalysis remains debatable. Until now, it has not been clarified whether the processes of absorption, identification, introjection are identical, or they are carried out in parallel to each other.

In Russian psychology, the meaning of the word internalization was given by Vygotsky, as the concept of "growing" - the transformation of external activity into the internal plan of consciousness. The development of the human psyche, according to Vygotsky's theory, is initially formed from the outside, depending on external social factors accepted in society. External collective forms of activity, through internalization, are built into the consciousness of a person and become individual.

Process of internalization

Higher mental functions develop at first as external forms of activity, and only in the process of internalization do they turn into mental processes of the individual. Research in the Vygotsky school made it possible to formulate the main fundamental provisions:

The construction of mental functions is revealed only in the process of genesis, when they are formed, the structure becomes indistinguishable, goes deep;
The formation of mental processes reveals the essence of the phenomenon, which initially did not exist, but as a result of internalization it was born;
The emerging essence of the phenomenon cannot be explained by ordinary physiological processes and logical schemes, but is a process that does not stop even after the termination of the action of one or another phenomenon.

Through internalization, external signs are transformed into internal mental activity. This process cannot take place on its own. Proper mental development of a child is possible only in conditions of communication with other people.

With the help of internalization, a person learns to build mental plans, develop options. In other words, it acquires the ability to think in abstract categories.

Interiorization of activities

Any concept is a product of activity, therefore it is impossible to teach it. However, it is possible to organize the learning process in such a way that the internalization of activities will occur in stages and progressively. The mental function in the originally material action, undergoing internalization, becomes a part of the mental process. The mental plane is not some empty vessel that can be filled with something. The inner plan is a continuous process, in a state of formation. Each new mental action is based on the experience that is acquired through the internalization of activity, and the transition "from outside to inside", according to Galperin, is the main mechanism for the formation of a mental plan. Galperin deduced the main parameters of the action transformation:

Execution level;
Generalization measure;
Completeness of performed operations;
A measure of mastering a skill.

Levels of execution can vary in complexity, depending on the tasks. The execution of a particular task can occur at three sublevels. These are the following actions:

With material objects;
With the help of speech, both oral and written;
In the mind.

The highest level of internalization of activity lies in the ability to perform certain actions "in the mind" without using additional tools: a book, a calculator, and so on.

Stages of development of mental activity

The formation of mental actions, according to the concept of Galperin, goes through the following stages:

Building a scheme of future action. Acquaintance with materials and requirements for the final result;
Practical development when using material objects;
Mastering a given action without relying on material objects, that is, the process of internalization, as a result of which the visual action is transferred to the internal plan. At this stage, external speech replaces concrete objects;
Complete transfer of external speech action into mental activity. A person performs a task, thinking "to himself";
The final stage of internalization means activity "only in the mind."

The child passes successively all these stages, developing thinking.

Social internalization

In Russian psychology, internalization means the process of transforming interpersonal relationships into relationships with oneself. Acceptance, processing and storage of sign information "inside" the psyche, based on memory, do not belong to the phenomenon of social internalization. In the development of higher nervous activity A person has the following stages:

An adult person influences the child with a word, prompting him to this or that activity;
The child learns a new type of address for him and begins to influence the word on the adult;
The child influences himself with the word.

All people go through the stages of social internalization, without exception. The child is accustomed to mental activity without the use of specific objects.

In the theory of activity, internalization is the transfer of certain external actions to the internal, mental plane. External activity as a result of internalization undergoes some changes, especially in the operational part.

Psychoanalysis explains the processes of influence of interindividual relations, the formation of the structure of the unconscious: individual and collective, which determines the structure of consciousness.

Assignment of life experience, the formation of mental functions and development in general. Any complex action, before becoming the property of the mind, must be implemented outside. Thanks to internalization, we can talk about ourselves, and actually think, without disturbing others.

Animals do not possess this ability; they cannot arbitrarily go beyond the framework of the present situation. The word is an important instrument of internalization, and speech action is the means of an arbitrary transition from one situation to another. The word singles out and fixes in itself the essential properties of things and the ways of operating with information developed by the practice of mankind. Human action ceases to be dependent on a situation given from outside, which determines the entire behavior of the animal. From this it is clear that the mastery of the correct use of words is at the same time the assimilation of the essential properties of things and the methods of operating information. A person, through the word, assimilates the experience of all mankind, that is, tens and hundreds of previous generations, as well as people and groups that are hundreds and thousands of kilometers away from him.

For the first time this term was used in the works of French sociologists (Durkheim and others), where internalization was considered as one of the elements of socialization, meaning the borrowing of the main categories of individual consciousness from the sphere of social experience and public performances. In psychology, the concept of internalization was introduced by representatives of the French psychological school(J. Piaget, P. Janet, A. Vallon and others) and the Soviet psychologist L. S. Vygotsky.

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See what "Interiorization" is in other dictionaries:

interiorization- (from lat. interior internal) the formation of the internal structures of the human psyche due to the assimilation of the structures of the external social activities. The concept of I. was introduced by French psychologists (P. Janet, J. Piaget, A. Vallon, and others). In a similar ... ... Great Psychological Encyclopedia

- (French iiiteriorisalion, from Latin interior internal), transition from outside to inside. Witnesses I. entered psychology after the work of representatives of the French. sociological schools (Durkheim et al.), where it was associated with the concept of socialization, meaning ... ... Philosophical Encyclopedia

interiorization- and, well. interiorisation f. Definition. There was an internalization of the criteria of moral evaluation by replacing the Supreme with the law of individual consciousness. 50/50. Dictionary experience 113. Display windows in which Amsterdam prostitutes sit, logical ... ... Historical Dictionary of Gallicisms of the Russian Language

- (from lat. interior internal) transition from outside to inside; a psychological concept that means the formation of mental actions and the internal plan of consciousness through the assimilation by an individual of external actions with objects and social forms of communication ... Big encyclopedic Dictionary

- [Dictionary foreign words Russian language

Exist., number of synonyms: 1 transition (51) ASIS synonym dictionary. V.N. Trishin. 2013 ... Synonym dictionary

- (from lat. interior internal) eng. interiorization (internalization); German interiorisation. The process of transformation of external real actions, properties of objects, social. forms of communication into stable internal qualities of the personality through the assimilation by the individual ... ... Encyclopedia of Sociology

INTERIORIZATION- (from fr. interiorisation - transition from outside to inside, from lat. interior - internal). The transformation of external actions with material objects into internal, mental processes. It is a mechanism for the development of mental functions. I. is associated with development ... ... New dictionary methodological terms and concepts (theory and practice of teaching languages)

interiorization- transfer inside, assimilation; the opposite concept of exteriorization is the expression outside. Topics in sexology… Technical Translator's Handbook

Interiorization

(from lat. interior - internal) - the formation of internal structures of the human psyche due to the assimilation of the structures of external social activity. The concept of I. was introduced by French psychologists (P. Janet, J. Piaget, A. Vallon, and others). In a similar sense, I. was understood by representatives of the symbolic interactionism. Concepts similar to I. are used in psychoanalysis to explain how in ontogenesis and phylogenesis, under the influence of the structure of interindividual relations, passing "inside" the psyche, the structure is formed unconscious(individual or collective), which in turn determines the structure of consciousness.

Brief psychological dictionary. - Rostov-on-Don: PHOENIX. L.A. Karpenko, A.V. Petrovsky, M. G. Yaroshevsky. 1998 .

Interiorization

The process of formation of the internal structures of the psyche, determined by the assimilation of the structures and symbols of external social activity. In domestic psychology, internalization is interpreted as the transformation of the structure of objective activity into the structure of the internal plane of consciousness. Otherwise, the transformation of interpsychological (interpersonal) relationships into intrapsychological (intrapersonal, relationships with oneself). It must be distinguished from any form of receiving "from the outside", processing and storage "inside" the psyche of sign information ( and ). The following stages of internalization are distinguished in the ontogene:

1 ) an adult acts on a child with a word, prompting him to do something;

2 ) the child adopts the method of address and begins to influence the word on the adult;

3 ) the child begins to influence the word on himself.

These stages are traced in particular when observing children's egocentric speech. Later, the concept of internalization was extended by P. Ya. Galperin to the formation of mental actions. It formed the basis for understanding the nature of internal activity as a derivative of external, practical activity with the preservation of the same structure, expressed in the understanding of the individual as a structure formed by the internalization of social relations. In the theory of activity, internalization is the transfer of the corresponding actions related to external activity into the mental, internal Plan. During internalization, external activity, without changing its fundamental structure, is strongly transformed - this especially applies to its operational part. Concepts similar to internalization are used in psychoanalysis to explain how in ontogenesis and phylogenesis, under the influence of the structure of interindividual relations, passing "inside" the psyche, the structure of the unconscious (individual or collective) is formed, which in turn determines the structure of consciousness.

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

INTERIORIZATION

(from lat. interior- internal) - lit.: transition from outside to inside; psychological concept meaning the formation of stable structural and functional units consciousness through the assimilation of external actions with objects and mastery of external sign means (for example, the formation of internal speech from external speech). Sometimes broadly interpreted in the sense of any assimilation of information, knowledge,roles, value preferences, etc. In theory L.FROM.Vygotsky mostly we are talking on the formation of internal means of conscious activity from external means communication within the framework of joint activities; In other words, the concept of I. Vygotsky referred to the formation of a “systemic” structure of consciousness (as opposed to a “semantic” structure). However, I. does not complete the process of formation higher mental functions, more is required (or ).

In the works of Vygotsky there are the following. syn. "I.": rotation, internalization. Vygotsky called the 4th stage of his initial scheme for the development of higher mental functions the "stage of rotation." In English dictionaries, the term "I." does not occur. Close in sound and meaning is the term "internalization", which is largely loaded with psychoanalytic meaning. see also , , , , . (B. M.)

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

Interiorization

INTERIORIZATION (With. 282) (from French interiorisation - transition from outside to inside, from lat. interior- internal) - the formation of internal structures of the human psyche through the assimilation of external social activity. This term is used by representatives of different directions and schools in psychology - in accordance with their understanding of the mechanisms of development of the psyche. For domestic science, in particular the cultural-historical theory of the development of higher mental functions and the activity approach that took shape on its basis, the concept of internalization is one of the key ones.

The concept of internalization was introduced into the scientific lexicon by representatives of the French sociological school (E. Durkheim and others). In their works, it was associated with the concept of socialization and meant the borrowing of the main categories of individual consciousness from the sphere of social representations; the transfer of social consciousness to the individual, in which the location, but not the nature of the phenomenon, changed. In a meaning close in meaning, it was used by the French psychologist P. Janet, later A. Vallon and others.

J. Piaget in his operational theory of the development of the intellect emphasized the role of internalization in the formation of operations, a combination of generalized and abbreviated, reciprocal actions. In terms of perception, in the field of external objects, each action is directed only to its result, it excludes the simultaneous opposite. Only in an ideal plan can one construct a scheme of two such actions and derive from their mutually canceling results the "principle of conservation" of the basic properties of things, the basic constants of the objective world. But the formation of such an internal plan did not constitute an independent problem in Piaget's theory, but was a natural consequence of the development of thinking: up to a certain "mental age" the child is able to trace the change of an object in only one direction, and as he approaches this age, he begins to catch other changes, simultaneous and reimbursing the first. Then the child begins to link them and comes to broader schemes of actions, to "operations" and to the selection of various constants. physical quantities. For Piaget, internalization is a phenomenon secondary to the logical development of thinking and means the creation of a plan of ideal, proper logical constructions.

It is curious that in modern English-language psychological dictionaries there is no term internalization, the closest in meaning and sound is the concept internalization which is also used in psychoanalysis. For psychoanalysts, internalization is a mental process or set of processes by which relationships with real or imagined objects are transformed into internal representations and structures. This concept used to summarize the processes of absorption, introjection, and identification through which interpersonal relationships become intrapersonal, embodied in the corresponding images, functions, structures, conflicts. In modern psychoanalysis, the problem of internalization is debatable, in the specialized literature (R. Schafer, W. Meisner, G. Lewald, etc.) the question of whether absorption, introjection and identification are different stages, levels of internalization, whether they have any -either a hierarchy, or all these processes are identical and are carried out in parallel to each other.

The concept of internalization received fundamental importance in the cultural-historical theory of L.S. Vygotsky, where it is seen as the transformation of external objective activity into the structure of the internal plan of consciousness. At the same time, Vygotsky mainly used the term rotation(synonym interiorization), by which he understood the transformation of external means and methods of activity into internal ones, the development of internally mediated actions from externally mediated actions.

One of the main provisions of Vygotsky's theory was that any truly human form of the psyche initially takes shape as an external social form of communication between people and only then, as a result of internalization, becomes the mental process of an individual. It is in this transition from external, expanded, collective forms of activity to internal, folded, individual forms of its implementation, that is, in the process of internalization, the transformation of the interpsychic into the intrapsychic, that the mental development of a person takes place.

A.N. Leontiev specified and developed a number of Vygotsky's provisions in his works. In particular, he introduced into psychology the proposition that the individual assigns achievements of previous generations.

In his works, Leontiev consistently holds the idea that the study of the process of transforming his external joint activity into an individual one, regulated by internal formations, is of fundamental and key importance for understanding the development of the child's psyche, that is, the study of internalization joint activity and related mental functions. The need for internalization is determined by the fact that the central content of the development of the child is appropriation to him the achievements of the historical development of mankind, which initially appear before him in the form of external objects and equally external verbal knowledge. The child can reflect their specific social significance in his consciousness only by carrying out activities in relation to them that are adequate to those that are embodied and objectified in them.

The child cannot develop and perform this activity on his own. She must always build up surrounding people in interaction and communication with the child, that is, in external joint activity, in which actions are detailed. Executing them allows the child to assign the associated values. In the future, independent advancement of the child's thought is possible only on the basis of already internalized historical experience.

Such an understanding of the necessity and essence of internalization is internally connected with the theory of the development of the human psyche, according to which this development occurs not through the manifestation of innate and hereditary species behavior, not through its adaptation to a changing environment, but through appropriations individuals of the achievements of human culture.

These provisions of Leontiev's theory serve as an essential concretization of the general genetic law of the child's mental development formulated by Vygotsky.

These theoretical constructions of Leontiev received concrete psychological reflection in the understanding of the processes of education and upbringing. According to Leontiev, in order to construct a mental action in a child, initially its content should be given in an external objective (or exteriorized) form, and then, by transforming, generalizing and reducing it with the help of speech (i.e., by internalization), turn this action into a proper mental one. .

In other words, knowledge can be fully assimilated by a child only when he performs certain objective and mental actions that are specially formed in him. At the same time, when carrying out actions aimed at solving certain problems, a person acquires not only specific knowledge, but also the corresponding mental abilities and ways of behavior. This is the main idea activity approach to the processes of education and upbringing.

According to Leontiev, every concept is a product of activity, which is why the concept cannot be transferred to the student, he cannot be taught. But it is possible to organize, build an activity adequate to the concept.

The stages of assimilation of mental actions and concepts were carefully studied and described by P. Ya. Galperin. One of the key explanatory terms in the theory of the stage-by-stage planned formation of mental actions and concepts was the term of internalization. According to Galperin, the initially developed material action in the process of internalization is generalized, reduced, and at its final stage (in the mental plane) acquires the character of a mental process.

Halperin's research changed ideas about the nature of the "internal plan" and the process of internalization: he managed to show that the mental plane is not an empty vessel in which something is placed, the mental plane is formed, formed during and as a result of internalization. This process is carried out in different ways: at the beginning, when the mental plan is just being formed (this is usually the youngest school age), and then, when a new mental action is formed on the basis of the existing mental plan and joins the system of previous mental actions. But the main thing, Galperin emphasized, is that the transfer to the mental plane is the process of its formation, and not a simple replenishment with new content.

The formation of mental action does not end with the transition to the mental plane. Not the transition itself to the mental plane, but only further changes in the action transform it into a new, concrete, particular mental phenomenon. According to Galperin, the study of the gradual formation of mental actions and concepts for the first time reveals the meaning of "transition from outside to inside" as a condition for the transformation of a non-psychic phenomenon into a mental one.

Despite the fact that Galperin actively used the term internalization, he saw its limitations and one-sidedness. He believed that the understanding of internalization as a transition from the outside to the inside is nothing more than a metaphor, because it emphasizes one side, namely the origin from the outside, and does not indicate at all what is passing, i.e. actual psychological content.

The problem of internalization was also touched upon in the works of S.L. Rubinshtein. AT psychological circles his criticism of Galperin for understanding internalization as a mechanism for the formation of internal mental activity from external material. He believed that internalization is not a “mechanism”, but only a result, a characteristic. The direction in which the process takes place: internalization leads not from material external activity, devoid of internal mental components, but from one way of existence of mental processes - as a component of external practical actions - to another way of their existence, relatively independent of external material action.

Apparently, between all the considered psychological concepts there are not contradictions, but differences, not substantive differences, but an analysis of different aspects of the complex phenomenon of internalization.

This testifies to the ambiguity of the concept of internalization. However, terminological complexity does not prevent the construction of numerous psychological studies based on the mechanisms of internalization. In particular, the stages of assimilation of mental actions and concepts described by Galperin (material materialized, external speech, internal speech, mental) not only received experimental confirmation but also actively used in teaching practice. The development of issues of the content of education (what to teach) and the organization of assimilation processes (how to teach), as well as the diagnosis of mental actions already existing in a child on the basis of Galperin's theory, are successfully carried out not only by psychologists, but also by teachers.

Popular psychological encyclopedia. - M.: Eksmo. S.S. Stepanov. 2005 .

Synonyms:

See what "interiorization" is in other dictionaries:

INTERIORIZATION- (French iiiteriorisalion, from Latin interior internal), transition from outside to inside. Witnesses I. entered psychology after the work of representatives of the French. sociological schools (Durkheim et al.), where it was associated with the concept of socialization, meaning ... ... Philosophical Encyclopedia