Draft:Problem dominant as unconscious motivation

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  • Comment: largely unsourced. Needs a more diverse range of sources well, having 6 of 7 references from the same author don't align with the claim of the article that it is a widespread theory of modern psychology. microbiologyMarcus [petri dish·growths] 12:50, 2 March 2024 (UTC)

Unconscious motivation refers to the influence of desires, needs, and impulses that are not consciously recognized or acknowledged by an individual. These motivations operate at a level below conscious awareness but still impact thoughts, feelings, and behavior. Unconscious motivation is of significant interest in various theoretical and applied areas of psychology. Originally introduced by Sigmund Freud, it has evolved within modern psychology, building upon new research findings and ideas.[1][2]

Problematic situation and problem dominant[edit]

The theory of the problem dominant is entirely built upon experimental and empirical studies conducted by both its author Emil Asenov Geraskov and other researchers. The problem dominant is an unconscious regulator of human behavior that arises when a person faces a problematic situation for which they cannot find a solution. It is this dominant that directs his efforts and behavior towards resolving the encountered problem.[3][4] According to her, the operation of consciousness is supported by various levels of unconscious activity. One of these levels is the so-called "follow-up level," where the necessary information for its functioning is extracted. When performing a routine task, an "information complex" is presented at this level, containing the necessary information for its resolution, which consciousness can use. This information can be consciously realized only after it is presented in the consciousness. Depending on the change in tasks being performed, the information complexes also change. However, when this information complex encounters a task that cannot be resolved with its help, it transforms into a problem dominant. Unlike the information complex, the problem dominant remains in the follow-up level regardless of the task changes. In this way, the problem dominant "monitors" the overall work of consciousness and the information flowing within it while performing other tasks, seeking the information that can help resolve the encountered problem. When such information is found, the problem dominant can interrupt the work of consciousness to use it, which is experienced as insight. Another possibility is for it to be assimilated at an unconscious level and later brought into consciousness. In this way, the problem dominant assists and guides the work of consciousness in seeking a solution to the problem at hand. It can also play a negative role by accumulating negative and traumatic experiences.

Internal conflict as a motivating factor[edit]

The problem dominant plays an important role in resolving internal conflicts and directing a person's overall behavior.[5][6] In empirical studies, using ideas from dialectical philosophy, individuals were presented with three statements: thesis, antithesis, and synthesis. The subjects assessed each statement on a specified scale. Depending on the research method used, thesis and antithesis resulted in high values of negative correlation or were rated as opposites by the participants. After factor analysis, the following patterns were observed. In many cases, the conflict between the thesis and antithesis cannot be resolved, indicating the presence of a problem dominant that has not yet found a solution. In this case, the thesis and antithesis are located in the first factor, the correlation between them is negative, and the synthetic variable cannot resolve the conflict between them. In other cases, the resolution of the internal conflict is achieved with the help of the synthetic variable in four ways: full synthesis, synthesis of transference, cognitive repression, and the possibility of behavioral repression is also considered. In the case of full synthesis, the thesis, antithesis, and synthesis are located in the first factor, and the correlation between them is positive. Synthesis of transference is the transfer of negative value onto the synthetic variable, while thesis and antithesis have positive value. In cognitive repression, the thesis and antithesis are pushed by the synthetic variable into different factors, with the thesis residing in the first factor, while the antithesis is in the second. From the conducted research, it can be concluded that in addition to the problem dominant, human behavior can also be guided by the synthetic variable that resolves internal conflicts. Furthermore, a mismatch between the cognitive content in consciousness and the unconscious is established, confirming the unconscious nature of the problem dominant.

Application of the theory in education[edit]

The theory of the problem dominant was proposed to create motivation among students directed towards activities related to discovery and invention.[7] According to this theory, students should not be provided with unambiguous information in individual subjects, but rather, this information should be accompanied by the unresolved problems of contemporary science presented at a popular science level, and students should attempt to solve them according to their abilities and knowledge. The idea is that by doing this, it is possible to create a problem dominant that guides their life plans toward resolving a specific scientific or technological problem.

References[edit]

  1. ^ Ginot, E. (2015). The Neuropsychology of the Unconscious: Integrating Brain and Mind in Psychotherapy, W. W. Norton.
  2. ^ Levesque, C., Copeland, K. J., & Sutcliffe, R. A. (2008). Conscious and nonconscious processes: Implications for self-determination theory. Canadian Psychology / Psychologie canadienne, 49(3), p. 218–224.
  3. ^ Geraskov, E. A. (1994). The internal contradiction and the unconscious sources of activity. The Journal of Psychology: Interdisciplinary and Applied,128(6), p. 625-634.
  4. ^ Geraskov, E. A. (1988), Nekotorie aspecti intuicii I ustanovki (Some aspects of intuition and attitudes), (in Russian). Voprosy psihologii, (5), p. 117-121.
  5. ^ Geraskov, E. A. (2003). The resolution of cognitive conflict arising from career choice decisions faced by young person. North American Journal of Psychology, 5(2), p. 289-300.
  6. ^ Geraskov, E. A. (2012). Nonconcurrence of conscious and unconscious cognition in resolving internal contradiction. Journal of Russian and East European Psychology, 50(1), p. 68-84.
  7. ^ Geraskov, E. A. (1998). The Socratic method and creative teaching. In: H.E.Klein (Ed.), Creative Teaching, ACT 1 (p. 33-38), Needham (Boston) Massachusetts: WACRA

See also[edit]

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