Psychophysiological characteristics of anxiety and intellectual activity in childhood (review)

Abstract

The article presents the views of domestic and foreign scientists on the relationship of anxiety and intellectual activity. The interrelations and dependences of intellectual activity on the level of anxiety have been described. Anxiety is a subjective manifestation of the unfavorable interaction of the individual with the environment. The optimal level of anxiety can have a positive impact and help to mobilize activity and achieve the best result. The high level of anxiety will prevent the normal development of adaptive processes. Intelligence as a capacity is considered as an independent reality based on the criterion of behavior regulation. The method of internal organization of an integrated system of intelligence is a cross-functional communication of mental functions of different levels (memory, thinking, attention). If we consider intelligence as certain ability, it is necessary to talk about the adaptive value of intelligence for a human. High anxiety can prevent formation of adaptive behavior and lead to a disturbance of behavioral integration, reduce the possibility of self-actualization. High anxiety in children prevents effective schooling, reducing the ability to concentrate and mental performance, worsening the information reproduction and associative thinking. Anxiety can cause school neuroses, failure to adapt to a new situation, difficulties in intellectual activity, reduce mental performance, and cause difficulties in communication and establishing interpersonal relations with other people. Anxiety is a serious risk factor for the development of psychosomatic disorders and often causes stress. The results of the studies prove the data that high anxiety has a disruptive influence on the effectiveness of human intellectual activity. In this regard, the study of the anxiety nature and its impact on the intellectual and personal development of the child is of particular importance and relevance.