Functioning and development of conscious ability in communication, play, artistic activity


  • Viktor Moskalets Doctor of Psychological Sciences, Professor, Head of the General and Clinical Psychology Department of Prykarpatskiy National University named after Vasyl Stefanyk, the member of the editorial board and permanent author of the Psychology and Society journal, Ivano-Frankivsk.



conscious ability, motivation, communication, communicative activity, interaction, game, game activity, game self-overcoming and self-limitation, morality, spirituality, artistic and figurative activity, freedom of spirit


A necessary condition for the existence of conscious ability in the way of correlative correlation between the planes of mental acts (noesis) and content-meanings (noema) – is an activity. Despite the communicative content of other activities, there is actually a communicative activity – communication, the leading motive of which is communication itself. Psychological and physical contact with the object of such communication is a self-sufficient goal for the subject. The emotional-dispositional basis of his motivation is all kinds of love and amicability. Deprivation of communication causes serious damage to the mental health of almost all people. Therefore, communication is a basic condition and a way of normal functioning of human conscious ability, the main factor of mental development of speech as a basis for this ability of infants and young children, who desperately need communication, full of expressive manifestations of love and tenderness. Children, who suffer from the deprivation of such communication, noticeably lag behind in development: their own speech and understanding of what is addressed to them, intelligence, self-awareness, adequate emotionality, social activity and adaptability. Mechanisms of social-psychological interaction are gradually “connected” to the process of intuitive “interiorization” of infants and young children, the essence of which is that in the noems of the subject’s conscious ability, the attitude to him, to other people, to the world of authoritative and referent for him individuals and groups is reflected. The most powerful subjective factor of the effectiveness of a child’s personal development is authentic activity through the volitional effort required to follow the rules of the game that attracts and captures it. Children benevolently accept the restrictions required by the rules of the game and are happy to follow them, because these are the conditions for testing their mental and somatic life potential, because in the process of the game «play» the vital forces of the child that please her. Such pleasure is the emotional-motivational basis of any real game and the deep foundation of the psychological affinity of game self-limitation and self-overcoming with the morality and spirituality of a personality, and thus a subjective factor in the development of his spiritual-moral conscious ability. At the same time, its aesthetic sensitivity develops due to the fact that the rules of the game form the harmonious system that gives the aesthetic impression of the beauty of the game. The deep basis of motivation of artistic-figurative activity (creation and perception of works of art) is a secret human desire – freedom of spirit, liberation from the shackles of its biological and social “handcuff”. Therefore, the ideological-emotional core of the images of high art is the freedom-loving human spirit, which is subject to the urges caused by the biological nature of human and social taboos and imperatives that oppress him. In the process of artistic-figurative activity, the subject empathically identifies with the struggles of the spirit of the art works’ heroes. These empathic shifts of one’s own spiritual-moral ability delight the subject, who develops the emotional-dispositional foundations of corresponding noems of his conscious ability. Cognition requires a serious attitude and hard work, which is most motivated by interest in its content. An effective way of such interest is the game psychological content of teaching. In general, the question of including the game into cognitive activity makes sense only as a fulfillment of the learning process with game psychological content. To organically combine the hard efforts of students, which requires knowledge and assimilation of scientific truths and spiritual values with game attractiveness - is not easy, but possible, especially concerning subjects of artistic-aesthetic cycle due to the semantic affinity of motivation of game and artistic-figurative activities. A necessary condition for the humanistic mission of sport is that it must be a noble competition, that is, a real game.


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How to Cite

Moskalets, Viktor. “Functioning and Development of Conscious Ability in Communication, Play, Artistic Activity”. Psyhology & Society, no. 1, July 2021, pp. 117-31,