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MENTAL PROCESSES AND THE PSYCHOLOGICAL IMPACT OF THE BRAIN
Davlatboyeva Nurjamol Anvar qizi
Student of Karakalpak State University.
Madrahimova Zilola Ahmadjon qizi
Student of Karakalpak State University.
Davletboyeva Nilufar Shuhrat qizi
Student of Karakalpak State University.
Normurodov Nurbek Asatulla o'gʻli
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.15511136
Abstract.
This study presents information about the forms of psychological development of
a person in psychology and the psychological interaction of the brain. Based on this information,
it is stated that in the psychological development of a person, his mental state depends on the
developmental functions of the brain.
Keywords:
psychic consciousness, psychic processes, memory, psychic phenomena, brain,
psychic development, psychological research.
PSIXIK JARAYONLAR VA MIYANING PSIXOLOGIK TA’SIRI
Annotatsiya.
Ushbu tadqiqotda psixologiyada shaxsning psixik rivojlanish shakllari va
miyaning o’zaro psixologik ta’siri haqida ma’lumotlar keltirib o’tilgan. Bu ma’lumotlarga
asoslangan holda, insonning psixologik rivojlanishida uning psixik holati miyaning rivojlanish
funksiyalariga bog’liqligi aytib o’tiladi.
Kalit so’zlar:
psixik ong, psixik jarayonlar, xotira, psixik hodisalar, miya, psixik
rivojlanish, psixologik tadqiqotlar.
Introduction
It is known that the psyche and consciousness did not arise all at once, but developed, grew,
and improved as a result of a long historical evolution. The development of the human psyche goes
through phylogeny and ontogeny. Phylogeny is the fact that from the time of the emergence of
mankind to the present time, the psyche has been improved from generation to generation.
Ontogeny is the growth and development of the psyche from the day a child is born to the end of
his life, as his age increases. The highest level of the psyche, characteristic of a person, is
consciousness. Consciousness is the highest, unifying form of the psyche, and is the result of the
socio-historical conditions of its formation in the process of a person's labor activity, constant
communication with others (using language). What is the structure of consciousness, its important
psychological definition? Its initial definition is given in the very name, which means
consciousness. The human mind is composed of a complex of knowledge about the world around
us. K. Marx wrote that “the way of life of consciousness and the existence of something for
consciousness is knowledge.” Thus, the structure of consciousness includes important cognitive
processes, with the help of which a person constantly enriches his knowledge. These processes
include sensations and perception, memory, imagination and thinking. As a result of the direct
reflection of stimuli acting on the brain with the help of sensations and perception, the emotional
picture of existence formed in the person’s imagination at that moment is embodied in the mind.
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While memory re-embodies images of the past in the mind, imagination creates a figurative
model of something that was an object of need, but does not exist at the moment. The second
definition of consciousness is that it expresses a clear distinction between the subject and the
object, that is, a person clearly knows what belongs to the concept of “I” and what belongs to the
concept of “not I”. Man, who was the first in the history of the world of living organisms to separate
himself from it and oppose himself to the environment, maintains this opposition and distinction
in his mind. Among living beings, only he is capable of self-knowledge, that is, of directing
psychic activity towards self-research. A person consciously evaluates his actions and, in general,
himself. The separation of “I” from “not I” is a path that every person experiences in childhood,
and it occurs in the process of self-awareness. The next definition of consciousness is the provision
of a person’s goal-directed activity. The creation of goals for activity is part of the function of
consciousness. In this, motives for activity arise and are estimated, volitional decisions are made,
the course of action is taken into account, appropriate adjustments are made, etc. Any disruption
in the implementation of goal-directed activity, its coordination and direction, as a result of illness
or for any other reason, should be considered a violation of consciousness. It goes without saying
that natural, biological opportunities are extremely necessary for a person’s psychic development.
In order for a person’s psychic properties to be formed in the norm, a certain level of
biological structure, a human brain and a nervous system are necessary. These natural
characteristics are not the driving forces or factors that drive psychic development, but only the
initial conditions. Although natural characteristics are not the driving force of development, they
do affect the psychic development of humanity. First, natural characteristics determine different
ways and methods of development of psychic characteristics. The characteristics of the human
nervous system do not by themselves determine any psychic characteristics of a person. No normal
child is born brave or cowardly, strong-willed or weak-willed, hardworking or lazy, disciplined or
undisciplined. If upbringing is organized correctly, it is possible to form all socially valuable
qualities of character in the nervous system. For example, it is possible to cultivate the qualities of
perseverance and self-control both in children with a violent type of nervous system, and in
children with a restrained type of nervous system. However, educating children in the first case is
more difficult than educating those in the second. In both cases, the ways and methods of educating
the necessary qualities are also different. Second, natural characteristics can also influence a
person's level of achievement in a particular field. For example, there are innate individual
differences in ability. Therefore, some people are superior to others in terms of the ability to master
a certain activity. Sometimes, on the contrary, they may lag behind them in terms of the ability to
master a certain type of activity. Psychologists of various directions are widely discussing the
problem of the relationship between education and upbringing, on the one hand, and development,
on the other. Under mental development, both types of phenomena are usually understood, and
these concepts are closely related: 1) biological, organic maturation of the brain, its maturation in
terms of its anatomical and physiological structure; 2) mental development in the form of certain
levels of growth of mental (mental) development, as a kind of mental maturation. It goes without
saying that mental development is associated with the biological development of the brain
structure, and this feature must certainly be taken into account in educational work, since education
cannot deny the organic maturation of the brain.
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However, it cannot be said that the organic maturation of brain disorders occurs on the
basis of its own strict biological laws, completely independent of the environment and upbringing.
The environment, upbringing and appropriate training contribute to the organic maturation
of the brain structure. Psychologists note and show that there are general laws of mental
development. However, in relation to the influence of the environment, these laws are secondary,
since the specific features of these laws depend on living conditions, activity and upbringing. Such
general laws are primarily due to the unevenness of mental development. The essence of this is
that in any conditions, even in the most favorable conditions of education and upbringing, various
mental signs, functions and characteristics of a person do not stop at one level of development. At
certain age periods of a child, extremely favorable conditions arise for the development of one or
another area of the psyche, and some of these conditions are temporary, transient in nature. Such
age periods, which are the most favorable conditions for the development of certain psychological
characteristics and qualities, are called sensitive periods. The existence of such a sensitive period
is due to the organically developed laws of the brain, certain mental processes and properties, and
life experience. It has been established that mental functions are distributed in a certain way
between the left and right hemispheres. Both hemispheres have the ability to perceive and process
information in the form of images and words, but the left and right hemispheres also express one
or another function to a different extent - functional asymmetry of the brain also occurs. The
function of the left hemisphere is to rely more on information based on symbols (words, symbols,
numbers, etc.) than on reading and calculation. The left hemisphere provides the possibility of
logical structures, without which there is no coherent analytical thinking. Disruption of the activity
of the left hemisphere usually leads to speech disorders (loss of speech ability), eliminates the
possibility of normal communication, and with more severe damage to the nervous tissue, more
serious defects in thinking occur. The right hemisphere allows you to use information, navigate
in space, and have an emotional reaction to objects being perceived and understood in music. The
brain is an organ or, more precisely, a complex system of organs that functions to the extent that
it determines the psyche of highly developed animals and humans. The relationship between
mental and neurophysiological processes is a rather complex issue. In the process of study, it is
possible to determine by what important signs the specific aspects of the psyche differ from
neurophysiological properties. Mental processes emdiv the description of external objects (the
shape, size, and relationships of objects), not internal, physiological processes. The study of the
specific aspects of mental processes poses serious difficulties due to the absence or insensitivity
of neurophysiological processes in the content and structure of the psyche. It is known that the
mental process itself is not a function of the brain, but rather the essence of its corresponding
departments, which is the controller of the response activity, which indicates where information
about the external world goes, where it is stored and processed. Thus, a person's knowledge, ideas
about the surrounding environment, that is, the entire wealth of individual experience, enter into
reflex action. Mental phenomena are the brain's response to external (the surrounding
environment) and internal (the state of the organism as a physiological system) influences.
Conclusion
In conclusion, we should not confuse the psyche with a physiological phenomenon and
psychology with physiology.
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Psychic phenomena are permanent regulators of activity that occur in response to a
stimulus that is currently acting (sensations, perception) or that occurred at some time, that is, in
past experience (memory), generalize this effect, help to foresee the results that they will ultimately
lead to (thought, imagination), strengthen or weaken activity (emotion, will) as a result of some
influences, activate it in general and inhibit it as a result of other influences, and determine
differences in people's behavior (temperament, character, etc.).
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