3.3. Emotional Response at Level C
Described hereinafter are certain particularities of emotional response that we have referred to the level of the spatial field.
3.3.1. EmotionalToneofImpressions
Emotionaltoneofimpressionsisthenextstepindevelopingtheemotionalresponse. It is connected with the socialization of an individual in the process of his ontogenetic development and, consequently, with the conditioning mechanism; in order to emerge, it does not require a direct physical contact with the stimulus but it preserves the same functions as the emotional tone of sensations [56].
3.3.2. Imprinting of Emotionally Significant Objects
AswassaidearlierinSection 3.1.2.10,objectivation of needs takes place at Level C. What is happening in the course of the search activity is the meeting of the need with its object, - something that closes the first stage in the “life” of the need. Quite often this meeting is very dramatic.Just recall Pushkin – Tatyana’s letter to Onegin: “You came, and I knew that very instant …”
Theprocesswherebytheneed “recognizes” its object became known as objectivation of the need.
In its elementary forms it is known as the “imprinting mechanism” [34].
Objects imprinted mostly carry an emotional charge.
3. Level C – Communication at the Level of the Spatial Field
3.3.3. Emotional Togetherness in Communication
Many authors are describing emotional contagionas taking place “here and now”, within the common communication space. Quite often one can observe that a smile of one person is immediately followed by a smile of another person experiencing the same situation. Probably this response is caused not by the situation as such and not by the mechanism of behavior reflexes, but, rather, is stimulated due to the functional kinship by the neighbor’s emotional display. I.e. there is an affinity within the bounds of the communication field.
3.3.4. Emotional Charging of Goals in Space
In our opinion, emotional charging also holds true of the goals in space: a child imprints and appropriates the emotions of the immediate family associated with some goals or objects in space.
The child sees the world as an entity. The adults distinguish separated objects in it by snatching them out of the world’s entity and showing them to the child. “Hereisourspoon! Let’stakeitandeatthemeal …” “This is a fly! Whatabadthing! You, fly, goaway, youarebad!” As a result, the spoon is imprinted with a positive emotional sign and the fly with the negative one.
Thereisalotofdatashowingthatbabies appraise the objects and the situation by picking up the mother’s emotional response and the expression on her face.The way mummy responds to the object emotionally charges it (the object, the goal) either positively or negatively. Forexample: “Thewormisbadandnasty!” or “The pussy-cat is nice and lovable!” And then this person will for the rest of his or her life be revolted at the sight of warms and smile at cats [57, 82, 96].
Ordinarypeoplelookuponcaterpillars and worms with certain disgust. But I am a biologist by my first education, and I had a lot of delight in showing caterpillars and worms to my children, so we examined them together. Therefore, inmychildren’sperception caterpillars and worms were exceptionally interesting, and my kids collected handfuls of them. Very important inferences ensue from everything said above:
1. It is possible to interest a child with your own interest; it is possible to infect a child with your emotion.
2. Whenworkingwiththe special childrenit is extremely important to keep tract of the child’s fears and distinguish the child’s own fears from fears induced by parents and sometimes by teachers.
3.3.5. Curiosity
A new and a very interesting emotion comes about at the level of the spatial field – this is curiosity, which is also associated with the objects in space.
This is the way a fox displays curiosity. “A fox, in spite of being timid is anextremelycurious creature. It can never pass by a colorful snippet of cloth lying on the ground or a can, and it will take every precaution and examinethe can. [51, «the saucy baggage»].
Foraveryyoungchild– fromsixmonthsto 2–3 years of age – the level of the spatial field is the dominant one. This is the age when the child is always curious taking a lot of interest in the surrounding objects and examines them in every way. It is very important that parents sustain their child’s curiosity rather than suppress it: “Cut it out! Mustn’t you be messing in the dirt all the time?!” The best thing to do would be to channel this activity into a research behavior acceptable in this concrete society.
3.3.6. EmotionsinCommunication
Whencommunicatingweareconsciously orienting ourselves allthetimeat the interlocutor’s emotional response at the level of the spatial field. “My emotional reaction gave her the orientation she needed” [121, с.144]. As was said earlier, absolute sincerity is typical of Level C and pretending is impossible.
When communicating, facial expression and gestures of Level C expressive emotions are constantly demonstrated and read.
«A monkey starts grieving …it protrudes both lips by several centimeters, especially the lower lip, then starts making weeping noises while looking at the observer with imploring, then stretching arms toward him, and, at last, having grown despondent, flings itself on the back» [60, с. 62].
We always take a lot of interest in watching facial expressions of very young children who have not yet learnt to hide their emotions.
3. Level C – Communication of the Spatial Field Level
3.3.7. Emotional Sounding
We wrote already that Level C was a stage when intoned soundingappears [13]. Intoned sounding is always emotionally charged. At this stage only an emotion can generate a sounding. «Vocalization by chimpanzees is closely connected with emotions. Making sounds in the absence of a suitable emotional state is nearly an overwhelming task for a chimpanzee. Although chimpanzees can be taught to do this» [38].
«An ability of animals to announce their emotional state with voice is common knowledge. For instance, we feel the state of discomfort when we hear the cowing of crows and we feel reassured by the evening song of a robin. When we hear the buzzing of irritated wasps, we keep distance as far as we can. The voice of a dog, even of the one we don’t know, gives us an excellent clue on the dog’s mood – whether it is angry, happy, scared or grieved. Likewise a dog, just like many other animals, can understand our emotional intonations perfectly well, although it does not understand human speech. It is rather interesting that the animal language is evidently similar to the language of human emotions»
[99].
3.3.8. CryingandLaughing
Intonedcryingandlaughingas social emotions comeaboutatthislevelofcommunication.
Intonationofcrying thatappears as earlyas when the baby is3 – 6 months old shows an attentive mother quite clearly what her baby wants of her [97].
In his day Freud wrote about the unconscious character of laughter. Laughterappears when playing. It comes as a sign that attacking is not in earnest. [62]. First games causing laughter are connected with the body or the movement. (At higher levels laughter will be caused by situations and thoughts.)