Anticipation from the point of view of psychology is anticipation, the ability to predict the future. Anticipation is expressed in the fact that, on the one hand, a person can predict the onset of an event and prepare for it. On the other hand, it is the ability to calculate the outcome of an already occurring event and act depending on this outcome.
In this way, a person can calculate all or the most likely outcomes of the future.
In this article:
Who introduced the concept Examples of anticipation in everyday life Functions of anticipation How anticipation works Is it possible to develop anticipation
Who introduced the concept
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The term “anticipation” was introduced by Wilhelm Wundt back in 1880, and since then the study of this phenomenon has not stopped.
Looking at the definition of anticipation, it seems that this is some kind of rare ability that is possessed only by select people who have well-developed intuition and super sense. But in fact, almost every one of us has this ability and uses it every day, we just don’t notice it.
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Examples of anticipation in everyday life
Anticipation accompanies us constantly. When a fencer anticipates the movement of his opponent. When a chess player calculates the strategy of his opponent, and does this not only during the game, but also before it begins. When science fiction writers describe mechanisms and systems, the invention of which will occur tens or even hundreds of years later. When scientists make discoveries that are ahead of the development of science, paradigms, laws of physics and chemistry.
Speed reading is also an example of anticipation, since the reader predicts a word by its first letters, and the entire phrase by its first words.
Anticipation - anticipation, foreknowledge
Moreover, you also constantly use anticipation. For example, when you read a work of fiction, you are not just immersed in the story, you are predicting the further development of events.
The mother, seeing that the child’s toy was taken away, already knows his reaction and all the further events that will follow this reaction.
When you are preparing for a difficult conversation, an argument in which you want to win, you “scroll through” the entire conversation even before it begins, trying to guess what your interlocutor will say and think through your answer.
Even when you meet a man, having known him for only a short time, you already assume what kind of character he has, what kind of family he comes from, what his intentions are.
Thus, each of us uses anticipation, and everything depends on how developed this skill is. Completely incorrect anticipation or its complete absence occurs only in people with severe neuroses or mental disorders, when their adequate perception of reality is impaired.
Stages of preparatory work:
- Vocabulary work.
Students independently predict unfamiliar words from a new work. The lexical meaning of a new word is initially formulated by students, relying on existing ideas, life experience, and intuition. The teacher has only a clarifying, corrective function.
- An important point in the preparatory stage, which helps to increase the activity and awareness of children when working with a new work, is the predetermination by students of the content of the work by its title and new words, which children become familiar with before reading the work. Checking the correctness of children's assumptions closely merges with checking primary perception, during which students not only express their impressions of the work they listened to, briefly reproduce the plot, but also check their predictions.
Anticipation functions
Anticipation is the most important skill that helps you adapt to a changing reality. This skill appeared in us thanks to evolution, because human survival largely depended on anticipation.
There are 3 functions of anticipation:
- regulatory;
- cognitive;
- communicative.
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The regulatory function is expressed in the fact that, having predicted the outcome of an event, we change our actions in order to either prepare for this outcome or change it. Everything will depend on what goal we are pursuing. Therefore, anticipation largely influences the regulation of our behavior.
The cognitive function of anticipation is expressed in the fact that anticipation is, after all, a thought process. You can call it instinct, you can call it intuition, but it is the result of the activity of our brain. But whether this activity occurs in consciousness, preconscious or unconscious is another, more complex question. At the moment, it is believed that we perform part of the anticipation process consciously, that is, by making efforts. But most of it is hidden from our consciousness and happens, as it were, independently.
An interesting experiment was conducted. A man lay in a tomograph and solved problems. When the decision was received he had to press a button. The monitor showed his brain activity while solving the problem and after solving it. As it turned out, the brain was pumped to solve the problem, and after half a minute the person realized that the solution had been obtained. That is, the brain has already finished working, but the answer took shape in the mind after a fairly long period of time.
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The communicative function of anticipation is expressed in the fact that it helps you:
- make assumptions about the identity of a particular person - this is how you manage to find contact with a stranger;
- conduct a dialogue thanks to the ability to anticipate the interlocutor’s answer - if we didn’t know how to do this, there would be pauses of several minutes between people’s remarks;
- to find your way in an unfamiliar environment - you can guess how to behave in this place and with these people.
Anticipation as a technique in the development of critical thinking in reading classes
Anticipation as a technique in the development of critical thinking in reading classes
In modern education, increasing emphasis is placed on developing skills to work with information. The social order of society requires students to be independent in acquiring knowledge, critically understanding the information received, the ability to draw conclusions, give reasons for them, and solve emerging problems1. Therefore, one of the main requirements in modern conditions is the ability to think independently and critically, the ability to select and process the information received.
The ability to work with information is the basis of the technology for the development of critical thinking, which is a holistic system that develops skills in working with information in the process of reading and writing. It is aimed at mastering basic skills in the information space, as well as developing the qualities of a citizen of an open society involved in intercultural interaction. The priority role here is given to the text, which is read, retold, analyzed, transformed, interpreted, discussed and, finally, composed2.
In the conditions of student-oriented teaching of foreign languages, reading, with the correct scientifically based approach to its organization, can make changes in the structure of the motivational sphere of educational activity. There are many methods and models of the main stages of learning to read. When organizing reading classes, we adhere to the methodology of working with the text of Professor E. I. Passov, who identified three stages:
- pre-reading. The main goal is to increase motivation, relieve difficulties, and develop skills;
- text (while-reading). The goal is reading itself, simultaneous analysis of facts, understanding the storyline, improving skills;
- post-text (after-reading). The stage of monitoring reading comprehension, analyzing the content of the text, developing skills.
I examined in more detail the stage of working with the text before reading, during which reading motivation is created and the development of such an important reading skill as forecasting, i.e. anticipation. Anticipation (lat. anticipation) - anticipation, prediction of events, phenomena based on the title of a text, illustration, book cover, individual words or excerpt from a work. This stage of work can be called the challenge stage, since it is focused on identifying and activating students’ personal experience.
Anticipation can be represented in various ways.
Forecasting by title
Anticipation of the plot and theme
- “What happens? »
Write the chapter titles on the board. Make sure that there are no vocabulary problems. Include the title of the Reader in your list. Ask students, in groups, to make suggestions and guesses. They could even suggest a possible plot line based on the information they are extracting from the chapter titles.
- "Spot the genre".
Ask students, “What different categories do you know for stories?” Which category could the Reader fall into?” Encourage them to suggest and justify.
- "Once upon a title".
This activity works well if it is a story which is well known already, for example, a story of a popular film. Ask students what they know about the story already. Then write the titles of the chapters on the blackboard, but not in the correct order. Ask students to suggest an order and encourage them to think about an alternative end of the story.
- "Plot thickening".
Break the class into groups. The number of groups should correspond to the number of chapters in the Reader they use. Give each group a single, different chapter title. Ask them what they think the story of this new Reader might be.
- "What's in a name?"
Write the chapter titles in random order on the blackboard and ask the students to arrange them in order according to how interesting they sound. They should justify their choice. This activity works best if students work alone first, then in pairs and finally in larger groups before feeding the ideas back to the class as a whole.
Prediction no excerpt
Anticipation of the role of characters within the plot imaginative discussion.
- "Take a letter."
If the text of the Reader includes several notes or letters written by one or more characters these letters can be extracted from the text to provide a pre-reading problem-solving activity. Ask the students, in their groups, to discuss the following specific points: a) What seems to be the main problem? b) Why do the letters appear to have been written? c) What is the relationship between the writer and the recipient? Give the groups enough time to discuss the points thoroughly. Finally, ask the groups to try to decide what the story is about.
- "Speculation".
Groups of 3 are needed for this activity. Each group gets a card with three short dialogues selected from the story. Ask students to think of any possible explanation of what is happening: a) Who are the speakers? b) Where are they? c) Why are they together? d) What is happening or going to happen? Encourage the students to exchange their ideas.
- "Storylines".
The group of students breaks into pairs and reads the selected sentences from the story. Ask students to discuss what they think is happening. Compare different versions and choose the most interesting one.
Forecasting no cover or illustration
Anticipation of plot, response to visual stimuli representine text.
- "Cover story".
Introduce the idea of judging a book by its cover to your students. Prepare some questions to stimulate discussion: a) What are the publishers aiming to do when they design a cover? b) How important is lettering? c) How much have you learned about the plot and the theme from the cover?
- "Picture hypothesis".
Break the class into groups of 3or 4. Ask the students to come to some decisions concerning the following ideas:
- What do you leam about the period of time in which this story takes place?
- How do people dress, act, live, spend their free time?
- What relations are evident in the picture, for example, are they husband or wife, parent and child?
- Do these people like each other?
- Is there a filling of fear, romance, excitement or anything else?
- What seems to be happening in the picture?
- Encourage the students to tell a brief story.
The use of anticipation as a technique in the development of critical thinking in reading classes helps to update existing knowledge, “kindles” interest in obtaining new information and creating an internal motive for the reading process. Successful implementation of the challenge phase is an incentive for further work.
Notes
- Zimnyaya I. A. Key competencies - a new paradigm for educational results // Higher education today. - 2003. - No. 5. - P. 34-42.
- Masharova T.V. Pedagogical technologies: personality-oriented learning: textbook, manual. - M.: Pedagogy - PRESS, 1999.
- Paseeva F.
A. Technologies for working with literary text: educational method. allowance. - Kirov: Vyat GGU Publishing House, 2004.
1 Zimnyaya I.A. Key competencies - a new paradigm for educational results // Higher education today. - 2003. - No. 5. - P. 34-42.
2 Masharova T.V. Pedagogical technologies: personality-oriented learning: textbook, manual. - M.: Pedagogy - PRESS, 1999
How does anticipation work?
Since consciousness is the highest form of reflection of reality, anticipation is defined as an advanced reflection of this very reality.
This is not fortune telling on coffee grounds, but a mental activity in which several mental processes are involved.
First, anticipation is based on your experience. When you find yourself in a certain situation, the brain retrieves similar situations from memory and, thanks to them, makes up for the lack of information and makes a calculation of the possible outcomes of the event. So, a chess player, having seen the opponent’s strategy, remembers how this strategy ended the last time.
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Secondly, anticipation is expressed in selectivity of perception. Being in a certain situation, the brain takes into account only those environmental signals that are significant for solving the problem.
Thirdly, anticipation is largely based on the process of imagination. Creativity, the ability to come up with the outcome of an event, is what helps us predict reality.
What is anticipation
Anticipation is a person’s ability to foresee the present. It is usually due to shared experience. Anticipation is a generalized idea that has developed on the basis of past experience. For example, an individual sees a cat and is sure that it is a cat, because the idea of a cat has already arisen in his head.
The meaning of the word anticipate was proposed and formulated by Epicurus. It is divided into anticipation of the result and anticipation of events. In the first case, the word goal is usually used. In the second case, we are talking about predicting the future.
Is it possible to develop anticipation?
Each of us has anticipation, but each of us develops this ability differently. This is not an innate ability, and you can easily develop it in yourself.
The following may help:
- learn speed reading - the ability to guess a word from several letters, and a phrase from several words, helps to develop anticipation;
- read texts with missing words, and dialogues with missing lines, and try to understand the meaning;
- read sayings and proverbs in which the words have been swapped;
- try to guess the meaning and plan of the article by its title or abstract;
- play association - try to remember a set of words and reproduce it;
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- play “Snowball” - when one person talks about himself, the second about the first and about himself, and so on - memory training helps improve anticipation;
- think about how your friend will answer a question, then actually let him answer and make sure you guessed correctly.
Even as you develop speed reading and memorization abilities, you improve your overall ability to anticipate. The above exercises and games change your way of thinking, “pump up” the necessary skills, train your brain, which will apply the acquired skills in real life.
Reading without spelling
Scientists have long been studying the mechanism of reading letters, syllables, words, and even entire texts.
As it turns out, it is not at all necessary to look at every letter while reading. Even a briefly caught word is retained in the memory of the reader.
And if you remove one or two letters from each word, the text will not be distorted and will remain readable and meaningful.
Different researchers at different times conducted different experiments on this topic.
Removing some letters, adding extraneous ones, and simply shuffling them around does not cause almost any inconvenience to the reader. The eye still perceives the content.
The older a person is, the fewer letters in words he needs to understand what he reads. Sometimes even whole words can be thrown out without problems for the perception of the text.
If you leave the first and last letters in each word, then reading even with a complete mix of all the letters in the middle of the word will not bring any noticeable inconvenience.
You may not even notice that something has changed in some words.
It is this fact that often allows schoolchildren to pass off their not entirely literate writing as high-quality work. If the teacher has a highly developed perception of texts “not by letters,” then he may not even notice that letters are missing from the word.
Therefore, a teacher is the only profession whose representatives are better off not learning to read so quickly, but concentrating their attention on every letter and syllable.
Who is this reading useful for?
Primarily for students who always need to process and remember a lot of information. Reading over the letters will allow you to read and understand the content of large material in a shorter period of time.
Such reading is included in all programs for developing speed reading skills.
To start training your ability to read quickly on your own, various programs are being developed. By automatically shuffling letters, hard-to-read text is created.
Reading text with jumbled letters
It is impossible to read texts where the letters are rearranged slowly, as the brain will be overexerted. This method immediately forces us to examine the word as a whole, and then visually we very quickly begin to move from one word to another.
This process occurs, one might say, not entirely arbitrarily. Because the information begins to draw in, and the field of view quickly expands.
The more often you do such training, the faster your reading speed will increase. In this case, understanding the information will not suffer at all.
And even vice versa, slow reading greatly impairs the perception of information.
