The theory of convergence by V. Stern. Stern theory What will we do with the obtained material?
Stern's theory
German psychologist William Stern (1871-1938) was educated at the University of Berlin, where he studied with G. Ebbinghaus. After receiving his doctorate, he was invited in 1897 to the University of Breslau, where he worked as a professor of psychology until 1916. While remaining a professor at this university, Stern founded the Institute of Applied Psychology in Berlin in 1906 and at the same time began publishing the Journal of Applied Psychology, in which he, following Münsterberg, developed the concept of psychotechnics. However, his greatest interest is in research on the mental development of children. Therefore, in 1916, he accepted the offer to become the successor of the child psychologist E. Meiman as head of the psychological laboratory at the University of Hamburg and editor of the Journal of Educational Psychology. At this time, Stern was also one of the initiators of the organization of the Hamburg Psychological Institute, which was opened in 1919. In 1933, Stern emigrated to Holland and then moved to the United States, where he was offered a professorship at Duke University, which he held until the end of his life.
Stern was one of the first psychologists to place the analysis of child personality development at the center of his research interests. The study of the integral personality and the patterns of its formation was the main task of the theory of personalism that he developed. This was especially important at the beginning of the century, since research into child development at that time was limited primarily to the study of cognitive processes. Stern also paid attention to these issues, exploring the stages of development of thinking and speech. However, he sought to study not the isolated development of individual cognitive processes, but the formation of an integral structure, the child’s persona.
Stern believed that personality is a self-determining, consciously and purposefully acting integrity that has a certain depth (conscious and unconscious layers). He proceeded from the fact that mental development is self-development, which is directed and determined by the environment in which the child lives. This theory was called the theory of convergence, since it took into account the role of two factors, heredity and environment, in mental development. Stern analyzed the influence of these two factors using the example of some basic types of children's activities, mainly games. He was the first to highlight the content and form of gaming activity, proving that the form is unchangeable and is associated with innate qualities, for the exercise of which the game was created. At the same time, the content is set by the environment, helping the child understand in what specific activity he can realize the qualities inherent in him. Thus, the game serves not only to exercise innate instincts, but also to socialize children.
Stern understood development as growth, differentiation and transformation of mental structures. At the same time, he, like representatives of Gestalt psychology, understood development as a transition from vague, indistinct images to clearer, structured and distinct gestalts of the surrounding world. This transition to a clearer and more adequate reflection of the environment goes through several stages that are characteristic of all basic mental processes. Mental development tends not only to self-development, but also to self-preservation, i.e. to preserve the innate characteristics of each individual, especially the individual pace of development.
Stern became one of the founders of differential psychology, the psychology of individual differences. He argued that there is not only a normativity common to all children of a certain age, but also an individual normativity that characterizes a particular child. Among the most important individual properties, he named the individual pace of mental development, which is also manifested in the speed of learning. Violation of this individual pace can lead to serious deviations, including neuroses. Stern was also one of the initiators of experimental research on children, testing. In particular, he improved the methods of measuring the intelligence of children created by A. Wiene, proposing to measure not mental age, but the mental development coefficient IQ.
The preservation of individual characteristics is possible due to the fact that the mechanism of mental development is introception, i.e. a person’s connection of his internal goals with those set by others. The potential capabilities of a child at birth are quite uncertain; he himself is not yet aware of himself and his inclinations. The environment helps to realize oneself, organizes one’s inner world, giving it a clear, formalized and conscious structure. At the same time, the child tries to take from the environment everything that corresponds to his potential inclinations, putting a barrier in the way of those influences that contradict his internal inclinations. The conflict between external (environmental pressure) and internal inclinations of the child also has a positive meaning, because it is the negative emotions that this discrepancy causes in children that serve as a stimulus for the development of self-awareness. Frustration, delaying introception, forces the child to look into himself and his surroundings in order to understand what exactly he needs to feel good and what exactly in the environment causes him a negative attitude. Thus, Stern argued that emotions are associated with the assessment of the environment, help the process of socialization and the development of reflection.
The integrity of development is manifested not only in the fact that emotions and thinking are closely related to each other, but also in the fact that the direction of development of all mental processes goes the same way from the periphery to the center. Therefore, first, children develop contemplation (perception), then representation (memory), and then thinking.
Stern believed that in the development of speech, a child (at about one and a half years old) makes one significant discovery: he discovers the meaning of words, discovers that each object has its own name. This period, which Stern first spoke about, later became the starting point in speech research for almost all scientists who dealt with this problem. Having identified five main stages in the development of speech in children, Stern not only described them in detail, but also identified the main trends that determine this development, the main of which is the transition from passive to active speech and from words to sentences.
Of great importance was Stern's study of the uniqueness of autistic thinking, its complexity and secondary importance in relation to realistic thinking, as well as his analysis of the role of drawing in the mental development of children. The main thing here is to discover the role of the scheme in helping children move from ideas to concepts. This idea of Stern helped to discover a new form of visual-schematic, or model, thinking.
Thus, it can be said without exaggeration that V. Stern influenced almost all areas of child psychology (from the study of cognitive processes to personality, emotions, periodization of child development), as well as the views of many psychologists who dealt with problems of the child’s psyche.
Bibliography
M.G. Yaroshevsky. Stern's theory
German psychologist William Stern (1871-1938) was educated at the University of Berlin, where he studied with G. Ebbinghaus. After receiving his doctorate, he was invited in 1897 to the University of Breslau, where he worked as a professor of psychology until 1916. While remaining a professor at this university, Stern founded the Institute of Applied Psychology in Berlin in 1906 and at the same time began publishing the Journal of Applied Psychology, in which he, following Münsterberg, developed the concept of psychotechnics. However, his greatest interest is in research on the mental development of children. Therefore, in 1916, he accepted the offer to become the successor of the child psychologist E. Meyman as head of the psychological laboratory at the University of Hamburg and editor of the Journal of Educational Psychology. At this time, Stern was also one of the initiators of the organization of the Hamburg Psychological Institute, which was opened in 1919. In 1933, Stern emigrated to Holland and then moved to the United States, where he was offered a professorship at Duke University, which he held until the end of his life.
Stern was one of the first psychologists to place the analysis of child personality development at the center of his research interests. The study of the integral personality and the patterns of its formation was the main task of the theory of personalism that he developed. This was especially important at the beginning of the century, since research into child development at that time was limited primarily to the study of cognitive processes. Stern also paid attention to these issues, exploring the stages of development of thinking and speech. However, he sought to study not the isolated development of individual cognitive processes, but the formation of an integral structure, the child’s persona.
Stern believed that personality is a self-determining, consciously and purposefully acting integrity that has a certain depth (conscious and unconscious layers). He proceeded from the fact that mental development is self-development, which is directed and determined by the environment in which the child lives. This theory was called the theory of convergence, since it took into account the role of two factors - heredity and environment - in mental development. Stern analyzed the influence of these two factors using the example of some basic types of children's activities, mainly games. He was the first to highlight the content and form of gaming activity, proving that the form is unchangeable and is associated with innate qualities, for the exercise of which the game was created. At the same time, the content is set by the environment, helping the child understand in what specific activity he can realize the qualities inherent in him. Thus, the game serves not only to exercise innate instincts, but also to socialize children.
Stern understood development as growth, differentiation and transformation of mental structures. At the same time, he, like representatives of Gestalt psychology, understood development as a transition from vague, indistinct images to clearer, structured and distinct gestalts of the surrounding world. This transition to a clearer and more adequate reflection of the environment goes through several stages that are characteristic of all basic mental processes. Mental development tends not only to self-development, but also to self-preservation, i.e. to preserve the innate characteristics of each individual, especially the individual pace of development.
Stern became one of the founders of differential psychology, the psychology of individual differences. He argued that there is not only a normativity common to all children of a certain age, but also an individual normativity that characterizes a particular child. Among the most important individual properties, he named the individual pace of mental development, which is also manifested in the speed of learning. Violation of this individual pace can lead to serious deviations, including neuroses. Stern was also one of the initiators of experimental research on children, testing. In particular, he improved the methods of measuring the intelligence of children created by A. Winet, proposing to measure not mental age, but the mental development coefficient - IQ.
The preservation of individual characteristics is possible due to the fact that the mechanism of mental development is introception, i.e. a person’s connection of his internal goals with those set by others. The potential capabilities of a child at birth are quite uncertain; he himself is not yet aware of himself and his inclinations. The environment helps to realize oneself, organizes one’s inner world, giving it a clear, formalized and conscious structure. At the same time, the child tries to take from the environment everything that corresponds to his potential inclinations, putting a barrier in the way of those influences that contradict his internal inclinations. The conflict between external (environmental pressure) and internal inclinations of the child also has a positive meaning, because it is the negative emotions that this discrepancy causes in children that serve as a stimulus for the development of self-awareness. Frustration, delaying introception, forces the child to look into himself and his surroundings in order to understand what exactly he needs to feel good and what exactly in the environment causes him a negative attitude. Thus, Stern argued that emotions are associated with the assessment of the environment, help the process of socialization and the development of reflection.
The integrity of development is manifested not only in the fact that emotions and thinking are closely related to each other, but also in the fact that the direction of development of all mental processes is the same - from the periphery to the center. Therefore, first, children develop contemplation (perception), then representation (memory), and then thinking.
Stern believed that in the development of speech, a child (at about one and a half years old) makes one significant discovery - he discovers the meaning of words, discovers that each object has its own name. This period, which Stern first spoke about, later became the starting point in speech research for almost all scientists who dealt with this problem. Having identified five main stages in the development of speech in children, Stern not only described them in detail, but also identified the main trends that determine this development, the main of which is the transition from passive to active speech and from words to sentences.
Of great importance was Stern's study of the uniqueness of autistic thinking, its complexity and secondary importance in relation to realistic thinking, as well as his analysis of the role of drawing in the mental development of children. The main thing here is to discover the role of the scheme in helping children move from ideas to concepts. This idea of Stern helped to discover a new form of thinking - visual-schematic, or model.
Thus, it can be said without exaggeration that V. Stern influenced almost all areas of child psychology (from the study of cognitive processes to personality, emotions, periodization of child development), as well as the views of many psychologists who dealt with problems of the child’s psyche.
Bibliography
M.G. Yaroshevsky. Stern's theory
degrees. However, experience shows that this is not the case. The efficiency of the action of ions of the same valence on the electric double layer increases with increasing ion radius. Finally, the Gouy-Chapman theory, which is relatively well applicable in the case of fairly dilute colloidal solutions, turns out to be unacceptable for more concentrated
Stern's theory
In 1924, Stern proposed a scheme for the structure of an electric double layer, in which he combined the Helmholtz-Perrin and Gouy-Chapman schemes. In developing the theory of the electric double layer, Stern proceeded from two premises. Firstly, he accepted that ions have finite, well-defined sizes and, therefore, the centers of the ions cannot be closer to the surface of the solid phase than at a distance of the ionic radius. Secondly, Stern took into account the specific, non-electrical interaction of ions with the surface of the solid phase. This interaction is due to the presence of molecular (adsorption) forces at a certain small distance from the field surface.
Figure 22 – Diagram of the structure of a double electrical layer according to Stern
According to Stern, the first layer or even the first few layers of counterions are attracted to the wall under the influence of both electrostatic and adsorption forces. As a result, some of the counterions are retained by the surface at a very close distance, about 1-2 molecules, forming a flat capacitor provided by the Helmholtz-Perrin theory. This layer, in which a sharp drop in electrical potential is naturally observed, is called by some authors Helmholtzian, others - by Shternovsky, others - adsorption layer. The adsorption potential at the boundary of the dense part of the DES can be found using the equation:
Where C is the capacity of the dense part of the DES. The remaining counterions needed to compensate for the potential-determining ions are in
As a result of thermal scattering, they form a diffuse part of the double layer, in which they are distributed according to the same laws as in the Gouy-Chapman diffuse layer. This part of the double layer, in which the potential drops relatively gradually, is sometimes called the Gouy layer. From the diagram it can be seen that the total drop in potential φо is composed of the drop in potential φδ in the diffuse part of the double layer and the potential difference (φ0 - φδ) between the plates of the capacitor. The location of the sliding boundary in such a layer remains unclear. Some authors accept that it coincides with the boundary between the Helmholtz layer and the Gouy layer. However, in the general case, it can be imagined as being located in the Gouy layer (the slip boundary is indicated by the dotted line AB). Thus, the potential at the boundary of the Helmholtz layer and the Gouy layer does not necessarily have to be equal to the ζ-potential. The potential in the diffuse part of the EDL decreases exponentially with distance according to the Gouy-Chapman equation:
It is clear that with the introduction of electrolytes into the system, the diffuse layer will shrink and more and more counterions will enter the adsorption layer. Double
the electric layer, according to Stern's views, is increasingly approaching the layer provided for in the Helmholtz-Perrin theory, and the ζ-potential decreases, gradually approaching zero. When the system is diluted, on the contrary, the diffuse layer expands and the ζ-potential increases.
The thickness of the diffusion layer corresponds to the distance at which the potential of the diffusion part of the EDL ϕδ decreases by e times and is equal to:
According to Stern's theory, the distribution of ions in the electric double layer is strongly influenced by the nature of the counterions. If counterions have different valences, then the thickness of the diffuse layer and the number of counterions in the adsorption layer are determined mainly by the valence of the ions and, therefore, are determined by electrostatic forces. It is clear that the higher the valency of the counterions, the thinner the diffuse layer and the lower the c-potential. In this case, it is necessary to take into account the same considerations as when explaining the influence of the counterion valence on the ζ-potential according to the Gouy-Chapman theory. If counterions have the same valence, the thickness of the electrical double layer and the number of counterions in the diffuse layer are determined by the specific adsorption capacity of the ions, due to their polarizability and hydration. These properties of ions are determined by their true radius or, what is the same, the position of the corresponding elements in D.I. Mendeleev’s table. The greater polarizability of the ion should contribute to a decrease in the thickness of the electrical double layer, since this creates additional adsorption forces between the solid phase and the induced dipole and, in addition, the ion can approach closer to the surface. Since the deformability of an ion increases with its size and since the radii of anions are generally much larger than the radii of cations, the polarizability of anions is usually greater than that of cations.
The capacitance values of the electric double layer, calculated using the Stern theory taking into account the radii of the ions, turned out to be close to those found experimentally, and thus this theory overcame one of the shortcomings inherent in the Gouy-Chapman theory. Further, in contrast to the Gouy-Chapman theory, the Stern theory can explain the reason for the change in the sign of the electrokinetic potential when multivalent ions are introduced into the system, the charge of which is opposite in sign to the charge of the dispersed phase. Such multivalent nonions are drawn into the adsorption layer both due to strong electrostatic interactions and due to the high adsorbability associated with the polarizability of such ions. Ions can be adsorbed in such quantities that they are not. only neutralize the charge on the solid surface. but they also recharge the particle.
Figure 23 – Change in surface potential during recharge of a colloidal particle
As a result, the nature of the potential drop in the electric double layer will change radically, and the φ- and ζ-potentials will change sign. To recharge particles with a negative ζ potential, multivalent ions are especially often used.
It must be pointed out that this theory is not perfect either. Because it is based on a number of assumptions and there are many uncertainties. for example, the assumption
independence of the adsorption potential from concentration, which is hardly probable. It should also be noted that the concept of a slip plane in an electric double layer is very conventional.
Micelle formula
Let us consider the formation of a micelle using the example of an AgI sol.
In the process of obtaining a sol by the reaction AgNO3 + NaI → AgI + NaNO3, subject to certain synthesis conditions (diluted solutions, intense stirring), AgI is formed not in the form of a precipitate formed by large particles, but in the form of highly dispersed (nano-sized) particles, which are called aggregates. The excess energy of the formed particles leads to the fact that water molecules and those present tend to be adsorbed on them.
ions in solution.
IN In general, during synthesis, the reagents are not taken in strictly equivalent proportions.
Let there be an excess of AgNO3 in the reaction mixture compared to the stoichiometric amount. As a result of the reaction, the entire amount of iodide ions present in the system is removed from the solution and becomes an insoluble compound. Then only ions remain in the solution
NO3 - , Ag+ and Na+ . The question arises: exactly what ions will be adsorbed on the AgI aggregate? Theoretically, any ions whose chemical potential in solution is higher than their potential in the solid particles will tend to adsorb to the surface of the aggregate. However, it is logical to assume that those ions that will form the strongest bond with the ions that make up the aggregate will be most readily adsorbed. Obviously, such ions are ions that are capable of completing the crystal lattice of an insoluble compound on the particle surface (saturating dangling bonds on the particle surface). The described pattern is known as a rule Peskova-Paneta-Fajanza. As a result of the completion of the lattice, strong chemical bonds with a significant degree of covalence are formed between the adsorbed ions and the aggregate. In this example, such ions can only be Ag+ ions. In the general case, not only the ions included in the compound, but also other ions that
are similar in properties and sizes (isomorphic) to the adsorbed ions (for example, Mg2+ and Sr2+ ions are isomorphic to Ca2+ ions, and I- and Br- ions are isomorphic to the Cl- ion). NO3 - and Na+ ions,
present in the reaction system under consideration along with Ag+ ions, are able to be attracted to the aggregate only due to electrostatic interaction (especially weak considering that the aggregate is electrically neutral), and, accordingly, give way to Ag+ ions on the surface of the aggregate.
m – unit
m nAg+ – nucleus
(m nAg+ (n-x)NO3 - )x+ – colloidal particle
(m nAg+ (n-x)NO3 - )x+ xNO3 - – micelle.
Thus, Ag+ ions strongly bind to the aggregate and, being charged, impart a charge to the aggregate (equal to the product of the charge of the ion and the number of ions). Therefore, such ions are called potential-determining ions (POI); i.e., they determine the charge of the nucleus (the nucleus of a micelle is an aggregate with potential-determining ions).
The micelle core has a significant charge and attracts oppositely charged ions (counterions) from the solution. In this case, these are NO3- ions. Counterions in a micelle form two layers, which differ in the strength of their attraction to the core - relatively dense counterion adsorption layer(in which a fairly strong electrostatic interaction of counterions with the charge of the nucleus is realized) and a diffuse layer more distant from the nucleus (“blurred”) (in which the counterions are attracted to the nucleus much less due to the weakening (screening) of the charge of the nucleus by the counterions of the adsorption layer). The counterions of the adsorption layer together with the core form a single structure of relatively constant composition - colloidal particle.
It is important to note that as a result of thermal movement or under the influence of an electric field, the ionic structure of the colloidal particle does not change, i.e., the core and counterions of the adsorption layer (colloidal particle) move together. A colloidal particle has a charge less than the charge of the nucleus, since the charge of the nucleus is partially compensated by the charge of counterions. The charge of a colloidal particle is of great importance for the occurrence of many processes involving disperse systems and, in particular, is a factor in their aggregative stability, since similarly charged particles repel due to electrostatic interaction, which prevents their aggregation. The totality of counterions of the diffuse (“blurred”) layer compensates the charge of the colloidal particle and together they form an electrically neutral
micelle.
Micelles are structural units of the dispersed phase of sols, which are often called colloidal solutions. This is a historical name. It is necessary to remember the difference between true (molecular, ionic) and colloidal solutions.
| Parameter name | Meaning |
| Article topic: | STERN THEORY |
| Rubric (thematic category) | Psychology |
German psychologist William Stern(1871-1938) was educated at the University of Berlin, where he studied with G. Ebbinghaus. After receiving his doctorate, he was invited in 1897 to the University of Breslau, where he worked as a professor of psychology until 1916. While remaining a professor at this university, Stern founded the Institute of Applied Psychology in Berlin in 1906 and at the same time began publishing the Journal of Applied Psychology, in which he, following Münsterberg, developed the concept of psychotechnics. However, his greatest interest is in research on the mental development of children. Therefore, in 1916, he accepted the offer to become the successor of the child psychologist E. Meiman as head of the psychological laboratory at the University of Hamburg and editor of the Journal of Educational Psychology. At this time, Stern was also one of the initiators of the organization of the Hamburg Psychological Institute, which was opened in 1919. In 1933, Stern emigrated to Holland and then moved to the United States, where he was offered a professorship at Duke University, which he held until the end of his life.
Stern was one of the first psychologists to place the analysis of child personality development at the center of his research interests. The study of the integral personality and the patterns of its formation was the main task of the theory of personalism that he developed. This was especially important at the beginning of the century, since research into child development at that time was limited primarily to the study of cognitive processes. Stern also paid attention to these issues, exploring the stages of development of thinking and speech. However, he sought to study not the isolated development of individual cognitive processes, but the formation of an integral structure, the child’s persona.
Stern believed that personality is a self-determining, consciously and purposefully acting integrity that has a certain depth (conscious and unconscious layers). He proceeded from the fact that mental development is self-development, which is directed and determined by the environment in which the child lives. This theory was called the theory of convergence, since it took into account the role of two factors - heredity and environment - in mental development. Stern analyzed the influence of these two factors using the example of some basic types of children's activities, mainly games. He was the first to highlight the content and form of gaming activity, proving that the form is unchangeable and is associated with innate qualities, for the exercise of which the game was created. At the same time, the content is set by the environment, helping the child understand in what specific activity he can realize the qualities inherent in him. Thus, the game serves not only to exercise innate instincts, but also to socialize children.
German psychologist William Stern (1871-1938) was educated at the University of Berlin, where he studied with G. Ebbinghaus. After receiving his doctorate, he was invited in 1897 to the University in Breslau, where he worked as a professional 296
rum of psychology before 1916.
While remaining a professor at this university, Stern founded the Institute of Applied Psychology in Berlin in 1906 and at the same time began publishing the Journal of Applied Psychology, in which he, following Münsterberg, developed the concept of psychotechnics. However, his greatest interest is in research on the mental development of children. Therefore, in 1916, he accepted the offer to become the successor of the child psychologist E. Meimann as head of the psychological laboratory at the University of Hamburg and editor of the Journal of Educational Psychology. At this time, Stern was also one of the initiators of the organization of the Hamburg Psychological Institute, which was opened in 1919. In 1933, Stern emigrated to Holland and then moved to the United States, where he was offered a professorship at Duke University, which he held until the end of his life.
Stern was one of the first psychologists to place the analysis of the development of a child’s personality at the center of his research interests. The study of a holistic personality and the patterns of its formation was the main task of the theory of personalism that he developed. This was especially important at the beginning of the century, since research into child development at that time was reduced primarily to the study of cognitive processes. Stern also paid attention to these issues, exploring the stages of development of thinking and speech. However, he sought to study not the isolated development of individual cognitive processes, but the formation of an integral structure, the child’s persona.
Stern believed that personality is a self-determining, consciously and purposefully acting integrity, possessing a certain depth (with conscious and unconscious layers). He proceeded from the fact that mental development is self-development, which is directed and determined by the environment in which the child lives. This theory was called the theory of convergence, since it took into account the role of two factors - heredity and environment - in mental development. The influence of these two
Stern analyzed the factors using the example of some basic types of children’s activities, mainly games. He was the first to highlight the content and form of gaming activity, proving that the form is unchangeable and is associated with innate qualities, for the exercise of which the game was created. At the same time, the content is set by the environment, helping the child understand in what specific activity he can realize the qualities inherent in him. Thus, play serves not only to exercise innate instincts, but also to socialize children.
Stern understood development as growth, differentiation and transformation of mental structures. At the same time, he, like representatives of Gestalt psychology, understood development as a transition from vague, indistinct images to clearer, structured and distinct gestalts of the surrounding world. This transition to a clearer and more adequate reflection of the environment goes through several stages that are characteristic of all basic mental processes.
Mental development tends not only to self-development, but also to self-preservation, that is, to the preservation of the innate characteristics of each individual, primarily the individual pace of development.
Stern became one of the founders of differential psychology, the psychology of individual differences. He argued that there is not only a normativity common to all children of a certain age, but also an individual normativity that characterizes a particular child. Among the most important individual properties, he named the individual pace of mental development, which is also manifested in the speed of learning. Violation of this individual pace can lead to serious deviations, including neuroses. Stern was also one of the initiators of experimental research on children and testing. In particular, he improved the methods of measuring the intelligence of children created by A. Wiene, proposing to measure not mental age, but intelligence quotient - IQ.
The preservation of individual characteristics is possible due to the fact that the mental-298
The first step in development is introception, i.e., a person’s connection of his internal goals with those set by others. The potential capabilities of a child at birth are quite uncertain; he himself is not yet aware of himself and his inclinations. The environment helps to realize oneself, organizes one’s inner world, giving it a clear, formalized and conscious structure. At the same time, the child tries to take from the environment everything that corresponds to his potential inclinations, putting a barrier in the way of those influences that contradict his internal inclinations. The conflict between the external (environmental pressure) and internal inclinations of the child also has a positive meaning, because it is the negative emotions that this discrepancy causes in children that serve as a stimulus for the development of self-awareness. Frustration, delaying introception, forces the child to look at himself and at the environment in order to understand what exactly he needs for a good sense of self and what specifically in the environment causes him a negative attitude. Thus, Stern argued that emotions are associated with the assessment of the environment and help the process of socialization and the development of reflection.
The integrity of development is manifested not only in the fact that emotions and thinking are closely related to each other, but also in the fact that the direction of development of all mental processes is the same - from the periphery to the center. Therefore, first, children develop contemplation (perception), then representation (memory), and then thinking.
Stern believed that in the development of speech, a child (at about one and a half years old) makes one significant discovery - he discovers the meaning of words, discovers that each object has its own name. This period, which Stern first spoke about, later became the starting point in speech research for almost all scientists who dealt with this problem. Having identified five main stages in the development of speech in children. Stern not only described them in detail, but also identified the main trends that determine this development, the main one of which is the transition from passive to active speech and from words to sentences.
Of great importance was Stern’s study of the uniqueness of autistic thinking, its complexity and secondary nature in relation to realistic thinking, as well as his analysis of the role of drawing in the mental development of children. The main thing here is to discover the role of the scheme in helping children move from ideas to concepts. This idea of Stern helped to discover a new form of thinking - visual-schematic, or model.
