General characteristics of perception

Perception as action

Types of perception

Basic properties of perception

General characteristics of perception

Perception (perception) is the reflection in the human mind of objects and phenomena in the totality of their properties and parts with their direct impact on the senses.

In the course of perception, there is an ordering and unification of individual sensations into integral images of things and events. Unlike sensations, which reflect the individual properties of the stimulus, perception reflects the object as a whole, in the aggregate of its properties. Perception is associated with awareness, understanding, comprehension of objects, phenomena, with their assignment to a certain category according to the corresponding signs, grounds. Only by including an object or phenomenon in a certain system, covering it with an appropriate concept, can we correctly interpret it.

Thus, perception acts as a meaningful (including decision-making), signified (associated with speech) synthesis of various sensations received from integral objects or complex phenomena perceived as a whole. Since perception is a sensory stage of cognition, it is associated with thinking, has a motivational orientation, and is accompanied by an emotional response. It is on the basis of perception that the activity of memory, thinking, and imagination is possible. The perception of a person is a necessary prerequisite and condition for his life and practical activities.

Perception as action

Perception is a kind of action aimed at examining the perceived object and creating its copy, likeness.

Perception is a complex cognitive activity, including a whole system of perceptual actions that allow you to detect the object of perception, identify it, measure it, evaluate it (Fig. 1).

Rice. 1. Perceptual actions

Their composition depends on the degree of meaningfulness of perception, i.e. from the understanding of what is perceived, and from the nature of the perceptual task facing the person, i.e. on why and for what purpose a person is looking or listening at the moment.

Types of perception

Allocate different kinds perception (Fig. 2).

Intentional perception x characterized by the fact that it is based on a consciously set goal. It is connected with the willpower of a person.

It is known that one of the forms of intentional perception is observation - a deliberate, purposeful, systematic, systematic and long-term perception of objects and phenomena of reality, people and oneself.

Rice. 2. Classification of perception

The specialist performing the observation must take into account the peculiarities of the individual type of perception (analytical, synthetic, analytical-synthetic, emotional). So, for observers of the synthetic type, a generalized reflection and definition of the main meaning of what is happening are characteristic. They do not see the details because they do not attach importance to them.

People of the analytical type tend to highlight when observing, first of all, details, particulars, but understanding the general meaning of phenomena causes great difficulties for them. They often replace the general idea of ​​an object, an event with a thorough analysis of individual actions, details, while being unable to single out the main thing.

People of the emotional type of perception tend to express their feelings caused by the observed phenomena as soon as possible, but are unable to highlight its essence. A person of this type of perception, observing an object, first of all notices what affects his emotional sphere, and does not try to understand the features of the object itself.

Unintended Perception- this is such a perception in which objects of the surrounding reality are perceived without a specially set task, when the process of perception is not associated with the volitional efforts of a person.

Organized Perception(observation) is an organized, purposeful, systematic perception of objects or phenomena of the surrounding world.

Disorganized perception- this is an unintentional perception of the surrounding reality.

Simultaneous perception- one act.

Successive perception step by step, sequential.

The perception of man by man(social perception) is an extremely complex phenomenon. It usually has two aspects: cognitive(cognitive) - the ability to understand by external manifestation what a person is, to penetrate into the depth of his personality, individuality and emotional- the ability to determine by external behavioral signs the emotional state in which a person is at the moment, the ability to empathize, or empathy.

The perception of a person by a person is essential in testimony. Depending on the importance people attach to various personality traits, they relate to each other in different ways, experience different feelings and, when giving testimony, bring to the fore one or another individual side of the other person.

Perception of space plays an important role in human interaction with environment, is a necessary condition for orienting a person in it. It is a reflection of an objectively existing space and includes the perception of the shape, size and relative position of objects, their relief, remoteness and direction in which they are located (Fig. 3).

Rice. 3. Perception of space

The perception of the shape, volume and size of objects is carried out with the help of visual, tactile and kinesthetic analyzers. The perception of form requires the selection of an object from the background, and this, in turn, often requires the selection of a contour, i.e. the boundaries of the spatial elements of the figure, differing in brightness, color, texture.

The perceived size of objects is determined by the size of their image on the retina and the distance from the eyes of the observer. The adaptation of the eye to a clear vision of objects at different distances is carried out using two mechanisms: accommodation (change in the refractive power of the lens by changing its curvature) and convergence (convergence of visual axes on a fixed object).

The perception of depth and distance of objects is carried out in the form of monocular and binocular vision. Monocular vision (with the help of one eye due to a change in the thickness of its lens) allows you to correctly estimate distances, however, within very limited limits. The perception of depth and distance of objects is carried out mainly through binocular vision (using two eyes) and the convergence that accompanies it.

As objects move away from the observer, their image on the retina decreases. An example of linear perspective is the apparent convergence in the distance of parallel railroad rails, etc. Aerial perspective is that the light and color reflected by objects are distorted to a certain extent under the influence of layers of air.

The phenomena of erroneous or distorted perception are called perceptual illusions. Illusions are observed in any kind of perception (visual, auditory, etc.). The nature of illusions is determined not only by subjective reasons, such as orientation, attitude, emotional attitude, etc., but also by physical factors and phenomena.

Perception of time there is a reflection of the duration, the sequence of the phenomena of reality, as well as the pace and rhythm (Fig. 4).

Rice. 4. Perception of time

Reflecting the objective reality, the perception of time gives a person the opportunity to navigate in the environment. Time perception is based on the rhythmic change of excitation and inhibition. Its dynamics constitutes the physiological basis of the perception of time. The perception of the sequence of phenomena is based on their clear division and the objectively existing replacement of some phenomena by others, and is also associated with ideas about the present. Once perceived, a phenomenon remains in memory in the form of a representation of it. If it is then re-perceived, then this perception evokes in our memory the idea of ​​the former, which is recognized as the past.

A number of factors influence the perception of the sequence of events:

perceptual attitude of the subject, expressed in his readiness to perceive events;

objective ordering of events, manifested in the natural organization of stimuli;

the ordering of events by the subject himself using a certain sequence of events that have some signs that are significant for the subject.

The perception of time changes depending on the emotional state. Positive emotions give the illusion of a fast passage of time, negative ones - subjectively stretch time intervals somewhat.

The perception of tempo is a reflection of the speed with which individual stimuli succeed each other in a process taking place in time.

The perception of rhythm is a reflection of the uniform alternation of stimuli, their regularity when objects and phenomena of objective reality act on our senses. Rhythm perception is usually accompanied by motor accompaniment. The sense of rhythm is basically motor in nature.

Movement perception is a reflection of the change in the position that objects occupy in space (Fig. 5).

Rice. 5. Movement perception

The main role in the perception of movement is played by visual and kinesthetic analyzers. The motion parameters of an object are speed, direction and acceleration. Observing the movement, first of all, they perceive its nature (flexion, extension, repulsion, etc.); shape (rectilinear, curvilinear, circular, etc.); amplitude (full, incomplete); direction (right, left, up, down); speed (fast or slow movement); acceleration (uniform, accelerating, slowing down, intermittent movement).

2. System of general scientific methods

Observation is a purposeful, planned, systematic perception of the process of development of objects and phenomena in the form in which they exist in nature and society in natural conditions. Scientific observation is characterized by: design, pre-designed plan, a specific goal, use special means and measuring instruments, record keeping, etc. Observation does not involve intervention in the process being studied. This shortcoming is overcome by experiment.

An experiment is a purposeful study of a phenomenon under specially created and precisely taken into account conditions, when it is possible to monitor the course of its change and actively influence it using various means. In the process of conducting an experiment, various devices, tools, special devices, and computer technology are widely used.

The experiment can be repeated, it is more effective method scientific research, which makes it possible to study not only what immediately catches the eye, but also what is often hidden in the depths of the phenomenon.

There are two main types of experiment: natural and model. If in the first case the subject under study is in natural conditions, which change in accordance with a certain program, then in the second case the real object is replaced by a model.

The scientific facts obtained in observation and experiment are subjected to analysis and synthesis. Analysis is the mental division of the subject under study into its constituent elements in order to study its structure and internal connections. Synthesis is the process of mental connection of the parts of an object dissected in the course of analysis, the establishment of interaction and connections of parts and the knowledge of this object as a whole. In order to study an aircraft, it is first necessary to get acquainted in detail with each of its systems (fuel, air, hydraulic, oxygen, electrical, etc.) separately, and then comprehend all this as a whole.

Analysis and synthesis are closely related, mutually presuppose and complement each other. Otherwise, they lose their cognitive value.

Comparison is one of the universal operations that allows you to establish the difference between similar and similarity between different

objects, their properties and relationships by applying a series of abstractions.

Abstraction is the mental isolation of individual features, properties and relationships of a particular object that are of interest to us in order to cognize them in a "pure" form (in abstraction from other features, properties and relationships). The objective basis of abstraction is the relative independence of the properties, aspects and relationships of objects, which allows them to be mentally singled out. Generalization is a mental selection of similar (common) features, properties and relationships inherent in the class of objects under consideration. As a rule, essential properties and connections are generalized, and on the basis of this, there is a transition from the singular to the general, from the less general to the more general.

Abstraction and generalization are often used together with historical and logical methods. The historical method is a mental reproduction of the emergence, development and death of a particular subject under certain conditions and details. This method reveals the sequence of formation and development of the subject under study. The logical method is a generalized reflection of the historical development of an object in its essential, necessary connections and relationships. The logical is the historical, corrected, cleansed of accidents, and incorporating the universal.

Both of these methods are in dialectical unity, since the historical method is unthinkable without a certain logical generalization, and the logical method of research, carried out in accordance with the laws that the actual historical process itself gives, is nothing more than the same historical method, only freed from the historical form. and from interfering accidents.

Formalization and modeling methods play an important role in scientific knowledge. Formalization is a way of mentally connecting objects that are different in content based on the similarity of their forms. In other words, the form of an object becomes an independent object of study, on the basis of which it is possible to detect the similarity of objects that are different in content. The use of special symbols in the process of formalization makes it possible to briefly and unambiguously fix the knowledge gained in the form of certain signs. This is especially valuable in the process of using a computer.

Concretization and interpretation are operations opposite to abstraction and formalization, providing a transition from abstract concepts and definitions to concrete objects, from abstract schemes to their objective meaning.

Modeling is a material or mental reproduction of the properties, functions and relationships of the subject under study on a specially created model for the purpose of studying it. A model is an object that resembles the original in certain respects and serves as a means of fixing the known and obtaining new information about the subject being studied. Modeling is used not only as a means of obtaining new information about the subject under study, but also as a means of testing hypotheses in science.

Conclusion

At present, scientific knowledge is widely used mathematical methods knowledge of economic phenomena. Thus, mathematical methods of operations research (probability theory, linear and dynamic programming, game theory, queuing, etc.) allow taking into account a large number of different factors in the process of making an optimal decision in economic life.

The system of methods is formed not only by links of subordination, but also by links of coordination between methods. According to the functions performed and the features of the application (by coordination), all methods are distributed into several mutually coordinated groups:

a) historical and logical;

b) empirical and theoretical;

c) natural and model;

d) qualitative and quantitative, etc.

Each of these paired groups of methods complements each other, and together they provide a comprehensive, holistic display of the object. This problem can be considered with the help of a diagram.

So, firstly, in philosophical literature there is no identity of points of view on the essence of methodology, the classification of methods of cognition, the relationship between method and theory, the relationship between the objective and subjective aspects of the method. From our point of view, methodology should be understood as a system of initial, fundamental principles that determine the way of approaching the analysis and evaluation of phenomena, the nature of the attitude towards them, the nature and direction of cognitive and practical activities. Methodology is the doctrine of method. By method we understand the way, the way of cognition and practical transformation of reality.

Bibliography

1. Alekseev P.V., Panin A.V. "Philosophy" M.: Prospekt, 2000

2. Leshkevich T.G. "Philosophy of Science: Traditions and Innovations" M.: PRIOR, 2001

3. Spirkin A.G. "Fundamentals of Philosophy" M.: Politizdat, 1988

4. "Philosophy" under. ed. Kokhanovsky V.P. Rostov-n/D.: Phoenix, 2000

5 Agofonov V.P., Kazakov D.F., Rachinsky D.D. "Philosophy" M.: MSHA, 2000

6 Frolov I.T. "Introduction to Philosophy" Ch-2, M.: Politizdat, 1989

7 Ruzavin G.I. "Methodology of scientific research" M.: UNITY-DANA, 1999.

8. Gonchar L. F. "Philosophy" Moscow 2002.

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Observation is a purposeful systematic perception of objects, in cognition

which the individual is interested in, is the most developed form

intentional perception. Surveillance is highly active

personality.

A person does not perceive everything that caught his eye, but singles out

the most important and interesting for him. Differentiating objects, the observer

organizes perception in such a way that these objects do not slip out of the field

activities.

The systematic nature of purposeful perception allows us to trace

phenomenon in development, note its qualitative, quantitative, periodic

changes. Active thinking included in observation helps to separate the main

from the minor, the important from the accidental, helps to more clearly differentiate

items. Perception, attention, thinking and speech are combined when observed in

single process of mental activity.

The act of observation reveals the extreme stability of arbitrary

attention. It allows the observer to produce for a long time

observation, and if necessary, repeat it repeatedly.

Observation reveals the inner activity of the individual. It is closely related to

features of the mind, feelings and will of man. However, their ratio in observation

will be different depending on the objectives of the observation, on the qualities of the observer himself.

Therefore, in some cases, observation will be predominantly intellectual

expressiveness, and in others - emotional or volitional aspiration.

When a person studies the development of a phenomenon or notes changes in objects

perception, then there is a need for observation. Observation starts with

task setting. Based on the observation tasks that have arisen, a detailed

plan for it. This makes it possible to foresee various aspects of the observed

phenomena, to avoid chance, spontaneity of perception.

Observation suggests preliminary training observer, having

certain knowledge, skills, mastery of the method of work.

Observation is the ability to notice characteristic, but barely noticeable features.

objects and phenomena. It is acquired in the process of systematic studies by any

business and therefore is associated with the development of the professional interests of the individual.

The relationship of observation and observation reflects the relationship between mental

processes and personality traits. Cultivating observation as self

mental activity and as a method of cognition of reality is the basis

development of observation as a personality trait.

Observation, unlike other methods and techniques, forms a vivid "live" idea of ​​the surrounding world. Thanks to this method, it is possible to form one of the most important personality traits - observation.

In visual activity, which has sensory foundations, observation is one of the major indicative actions. The method of observation is aimed at shaping this action.

Requirementsto observation

1. Purposefulness Observations in pictorial activity mean, first of all, the perception of the content, those features of the object that will serve as the basis for the image, will allow visualizing the artistic image as a result of pictorial activity.

2. Emotionality of perception. Without feelings, born of communication with people, art, nature, man-made objective world, there can be no art, there can be no artistic, creative activity. Knowledge that is not supported, not connected with feelings, does not encourage active action and, in particular, to manifest oneself in visual activity.

3. Meaningfulness of observation. Visual activity requires a special perception of objects, phenomena, selection and awareness of those properties that are to be depicted (shape, color, proportions, etc.). The child must understand many visible phenomena. For example, why the pines in the forest are tall, slender, powerful, and one pine on the shore has grown large and clumsy. Why do hare's hind legs are stronger and longer than the front. That is, the external features of objects are comprehended on the basis of revealing the inner content of the phenomenon, the essential links between the external features and the internal state, the influence of some factors. In this case, the process of cognition is deeper, feelings are more meaningful, a general idea of ​​the phenomenon arises, which allows the child to better navigate when perceiving similar or contrasting phenomena.

4. Activity of children. In observation, it is necessary to provide a wide variety of activities for children: emotional, mental, verbal, motor. Only under this condition will the monitoring process be effective.

5. Repeatability of observations is especially important for children to create diverse, expressive images. In the process of repeated observations, children can see one object in changing conditions(birch on a clear sunny day, at sunset, on a windy day; forest in "golden" and late autumn). In the process of repeated observations, one can see a variety of objects of the same type: different in appearance trucks, depending on the specific functional purpose; different residential buildings or buildings with different purposes (school, Kindergarten, residential building, palace for children, etc.). In this way, repeated purposeful observations significantly enrich children's ideas. The last observation should be as close as possible to the imaging process, since, due to the dominant involuntary nature of all mental processes in preschool children, it is impossible to retain for a long time the “fresh” vivid impressions necessary for the image.

6. Taking into account the age capabilities of children and image tasks in the selection of the volume of representations formed in the course of observation. This requirement is realized both in the content and in the method of conducting observation with children.

The methodology for organizing and conducting observation with children involves:

the need to choose a place and time in accordance with the tasks of observation,

a variety of questions that activate the cognitive activity of children,

enrichment of observation with other methods: story, explanation, artistic word, game moments, survey elements, etc.

Example. You can organize the observation of spring birch trees on a bright sunny day. In a conversation, draw the attention of preschoolers to color and color: why does the crown of birches seem pink? How do pink and brown tones fit against the blue sky?

Encourage the children to think about how this can be portrayed.

One more observation can be made in order to focus the attention of children on changes in the same object (spring birches) in the evening or on a cold cloudy day. It is advisable to offer preschoolers a more difficult task: to notice as many changes as possible in this picture of nature.

If the children have to draw a spring birch grove on a cloudy day, they should observe how the outlines of the crown change (there is no clarity and delicacy), how its color changes, the colors of trees, sky, earth, etc. In essence, such activity (observations) can be organized as partially search. The results of these observations will be visible in the drawings when the children independently choose the color of paper, material, color, composition, etc. Individual observation tasks can be completely independent, exploratory in nature.

Thus, the method of observation can be presented depending on the nature cognitive activity children as reproductive, heuristic or exploratory.

There are some features of observations conducted with children of different age groups. The content of special observations carried out before classes in fine arts should be closely related to the content and objectives of the upcoming classes.

Children junior groups accept a topic if it is interesting and accessible to them

With kids, they observe phenomena, objects in their natural environment, simple in form and bright in color. As a rule, 1-2 signs are singled out (for example, color and rhythm). Observations are short-term; children are not given a setting for the subsequent image, i. the teacher does not say what they are watching for, since the children do not keep this task. The teacher himself determines the shape, color. Children repeat. It is very important that perception takes place in action, in movement, in play. Conversation-conversation should be relaxed, take place in a joyful playful atmosphere.

Example: theme for the image "Dandelions in the meadow." Children of the first junior group can draw dandelions with rhythmic yellow strokes on green paper (“clearing”).

Dandelion sightings can be daily and fun for kids. The teacher leads the kids to the lawn, where a lot of dandelions have grown. The kids run all over the clearing (this is important for the feeling of space, for the subsequent meaningful perception and development of a green sheet of paper as the space of a lawn, a meadow on which dandelions will “grow”). Children look and wonder, it turns out that dandelions grow everywhere. With a rhythmic movement of the hand, it is useful to show where they grow, emphasizing the rhythm of the arrangement with the words: “And here, and here, and here. Another dandelion, more ... ”This gesture and word will be useful to the educator when stimulating rhythmic visual actions (rhythmically applying smears-spots on a sheet of paper).

You should pay attention to the color of dandelions and grass, the teacher admires this beauty, showing an example of an emotional relationship to nature. Of course, kids will certainly touch dandelions and sniff them. You can play dandelions: close your heads with your hands, and then “bloom” under the sun, “warm up” in the sun, etc. Poems and songs about this spring miracle will come in handy.

At 2 junior group children can already draw dandelions, depicting heads with a rounded spot or outlining and painting over a contour, someone is already conveying an elementary structure - a stalk. Therefore, an element of examination can be included in the observation: with a gesture - with a finger, outline the heads of dandelions, small and large. You can pay attention to the thick and juicy grass, where dandelions did not grow. Otherwise, the observation will change little, but the drawings will be done in a different way. Kids on their own initiative can complement the image.

With kids middle group observation may be longer. It is necessary to highlight several features: color, shape, structure, location in space. Children of this age are ready to answer questions (of a reproductive and exploratory nature), elementary comparisons and generalizations. It is possible to organize repeated observation with the complication of the content and methods of cognition.

Example (same). The attention of children can be drawn to the structure of dandelions. They independently determine the rounded shape of the head, a thin stem. With the help of leading questions, the educator examines the leaflets. You can draw the attention of preschoolers to the variety of dandelions: large and small, with even and bent stems, just blossomed and already turned into white balls, flying around, etc. It is important to consider insects that have chosen flowers and lawn, etc. Children's drawings acquire personality traits due to the composition, expressive details-additions, diversity in the image of dandelions. At the end of the observation, children can be told about the upcoming drawing, advising them to capture the beauty that will soon pass, “fly around”, and they will have to wait for such a miracle until next spring.

older children are already capable of accepting the purpose of observation associated with the subsequent image (it is desirable to report on the purpose after the emotional perception of the beauty of nature by preschoolers). It is necessary to give the child the opportunity to see sunny spring flowers at once, in a combination of colors. It is advisable to help children "splash out" their feelings, express themselves. If this is difficult for children, the teacher needs to show his attitude, attract children to empathy, encourage them to search for words, images, comparisons to express feelings. After that, offer to draw a spring landscape, flowers in a meadow, so that people can admire this miracle at any time of the year.

Older children are able to perceive the phenomenon more consciously and actively, to notice behind external changes hidden internal connections, dependencies, individual signs to express it in words. Given the more complex tasks of the image, with older preschoolers, you can consider objects (their combinations) near and from afar, compare in size, establish the relative position in space: closer to us, farther, to the right, to the left, etc. In observations with older preschoolers, one can form a representation. To do this, highlighting some expressive features of objects, you can invite the children to think about how to draw it, what material is better to use, what color of paper is more suitable. At the time of observation, it is advisable to plan a future drawing. For example, the theme "Dandelions in the Meadow" or "Spring Blooming Meadow". Children come up with a composition of the picture, highlight the main thing in it. Accordingly, we have to think about how wide the strip of green meadow, the strip of sky will be. Preschoolers are thinking about how, with what colors and materials it is better to draw a spring sky, a green meadow. Maybe watercolor on a damp background, maybe colored wax crayons, etc.

It is recommended to carry out repeated observations (group and individual). And individual observations are subject to individual designs which the teacher forms in children in advance. Knowing, albeit in general terms, the intentions of the children, the teacher directs them to individual or joint observations with their parents. In older groups, observation is closely connected with the act of planning (the idea is built on the basis of observations).

21. The essence and specifics of the organization of the survey in different types of productive activities.

Examination method was developed by researchers on the problem of sensory education of preschool children.

Survey - purposeful analytical-synthetic perception of an object by tactile-motor and visual means.

You can examine toys, household items (house, bridge), nature (trees, bushes, flowers, animals). When depicting a person, you can examine a toy-doll, you can examine the figures of children (on a walk, gymnastics), etc.

An examination is a purposeful examination of an object that needs to be depicted.

The survey is used when there are difficulties in depicting individual objects, but survey skills must also be taught, so the survey can act simultaneously as:

teaching method;

The task of learning.

The meaning of the survey is in the formation of a pictorial representation ( those. representation of the future image and ways to create it).

After all, the order of examination coincides with the sequence of the image, and the examination gestures not only help to isolate the features of the form, but by the nature of the movement they coincide with the shaping pictorial movements (as we outline a round shape along the contour - we draw, as we grasp, feel with our fingers a three-dimensional form - we sculpt ).

During the examination, the following occurs:

· Extraction and explanation external signs,

Comparison of objects on these grounds,

Establishing and explaining similarities

Generalization

This allows you to form a generalized idea of ​​a group of similar items. On the basis of generalized representations, a generalized way of depicting objects of the same type is also formed.

Survey structure

Survey can be divided into three distinct phases.

First stage- a holistic emotional perception of an object through some expressive feature.

For example, a fluffy, soft kitten (toy), an important proud goose (papier-mâché toy); ripe, tasty beautiful apple. Or: “Here is a fox running, a red-haired sister, waving her tail, looking in all directions ...” (toy).

Or children are looking at trucks. You may ask: what kind of car is this? And how did you guess? This technique allows you to isolate the most characteristic feature of an object and associate it with a function, purpose.

The meaning of the first stage of examining the depicted object is that preschoolers need to evoke a feeling of surprise, admiration, admiration, curiosity, etc. depending on the nature of the subject.

Second phase - analytical perception of the subject, i.e. sequential selection of pictorial features, parts and properties of the subject.

The order of such selection and definition corresponds to the sequence of the image.

Therefore, the approximate sequence of analysis is as follows:

1. Allocate and name the largest part of the subject and its purpose.

2. Determine the shape of this part. If possible, they find out the dependence of the form on the function (purpose), living conditions (why the fish is oval, why trucks have a rectangular, long body).

3. Determine the position of this part in space (why this pine has a clumsy, even forked trunk, while others have a slender one).

4. Then another (rather large) part is isolated and the position, shape, and size of it in relation to the main one are found out.

5. A color is distinguished if its image is involuntary, but is performed in accordance with nature.

Third stage - holistic emotional perception of the subject, as if uniting the emerging representation into a holistic image.

In the structure of the survey (analysis), it is often used examining gesture of the teacher and children, which helps to isolate the form, its features. Tracing a finger along the contour of an object organizes visual perception, the gaze first accompanies, then directs the movement of the finger. Besides, the drawing of the surveying gesture coincides with the shaping movement produced during the image.

The older the children, the more the word can be used to control their actions: “Wrap your arms around, touch with your fingers like this (shows a gesture).”

An examining gesture is accompanied by a word that determines the direction, nature of the movement, and ultimately determines the shape. For example, “the finger“ runs ”on the ringlet, does not stop anywhere - a round ringlet. That's how it rolled, it doesn't stop." Or: "The neck of the goose is long, the breast is rounded."

The investigating gesture changes in different types of visual activity.