How thinking is formed. Development of thinking: techniques, methods, exercises. Main phases of the thought process

A person is endowed with several types of thinking, but one always prevails over the others. Analytical thinking is consistent. People prone to it process a large block of information, dividing it into main parts and examining each component step by step. To do this, they must also have developed logical thinking.

Analytical thinking involves the search for new information, its study and systematization, as well as conclusions drawn based on the data obtained.

This type of thinking requires facts, detailed elaboration of the issue, emphasis on detail, the ability to compare data and draw conclusions. When we talk about a mathematical mindset, we mean precisely a penchant for analytical thinking.

A person with an analytical type of thinking should be able to:

• Collect the information;
• work with large amounts of data;
• divide general information into components according to certain criteria;
• compare data and find relationships;
• objectively evaluate information;
• think logically;
• express thoughts consistently;
• work with facts;
• correctly arrange, separating the main from the secondary;
• think critically (question the information received);
• look for alternative options;
• draw conclusions.

How analytical thinking is useful

Well-developed analytical thinking allows you to cope with even the most difficult problems in a timely and effective manner. challenging task and find several possible solutions to it.

A person with predominant analytical thinking makes thoughtful and informed decisions, knows how to plan and make forecasts of his activities.

Employees endowed with such qualities are highly appreciated. At any professional field the ability to quickly find a decent way out of a difficult situation will be an advantage. By the way, this ability is useful in everyday life.

How to develop analytical thinking

Analytical thinking can be trained and developed.

1. Solve logic problems

Logic is important for analytical thinking. If this is yours weak side, then start training. Choose first, gradually moving towards complex ones.

2. Solve math problems

Find a math textbook and remember. Choose complex examples that involve variables.

3. Do crossword puzzles

And when you have hundreds of solved ones behind you, try to compose your own. It's quite difficult.

4. Solve puzzles

Solve puzzles, solve riddles, or try solving a Rubik's cube.

5. Play chess

Find your opponent and remember the rules of the game. Chess is an excellent trainer for analytical thinking.

6. Read books

You can choose, for example, about Sherlock Holmes, fiction or specialized literature. Ask questions: why did the hero act this way in this situation, what else could have been done?

7. Analyze situations from everyday life

Train critical thinking, doubt, look for facts and new information when watching the news or reading a book. Pay attention to details, look at things from a new angle and look for non-obvious relationships between a variety of objects, compare facts.

9. Learn something new every day

Pick a topic that interests you and find one fact about it per day.

10. Look for alternatives

Don't stop at one solution to the problem - look for more. Think about what you might have missed, process the information several times and draw conclusions.

11. Participate in discussions

12. Ask yourself how the objects around you work

Ask yourself questions about the things around you or the situations you encounter. Why does this happen, how does it work, why does it happen? Answer them, but don't look for easy ways. Understand the problem and give yourself a comprehensive answer.

13. Create a mind map

Thought map, mental map (mind map) is a way of visualizing the thought process. The mechanics are simple: you have a key idea that you put in the very center of the card. Let it be “Development of analytical thinking.” To it you add elements related in meaning or significance, for example: development methods, difficulties, reasons - everything that seems important to you. Then you add new ones to the map associative series from each element. And a picture of your thought process appears in front of you.

jean-louis zimmermann/flickr.com

You can create such a map on your computer, phone or tablet using. But you can also take a regular sheet of paper (be prepared that there may not be enough space).

14. Write it down

Keep a diary in which you write down your goals, ways to achieve them and results. Work on mistakes if the goal was not achieved. Look for reasons and analyze.

15. Simulate situations

Think of any situation where there is a problem and try to fix the problem. Develop an algorithm of actions and don’t stop at one solution - look for more.

Perform brain exercises daily - most of them do not take much time and do not require special conditions. You can develop analytical thinking if you practice regularly and set yourself challenging tasks.

Thinking- a tool that every person has who solves various problems in life. Thinking can be developed, its speed, depth, freedom, and meaningfulness can be changed. Also, thinking can become more interesting and positive.

Development of logical thinking

Logical thinking very useful for every person. It will facilitate the understanding of any laws in science or society. Logic is often needed in everyday life.

The brain needs constant training to maintain its mental activity, to have good thinking and memory. Regular exercise can improve your thinking skills.

Have fun with benefits

1. Start solving logic puzzles for children and adults (puzzles, find 10 differences, attention riddles).
2. Find games that develop attention and logic that you can play with friends and no matter how old you are, it will be fun and have a good time with friends.
3. Use IQ tests. There are interesting tasks that require quite a bit of logical thinking. Although there are many others besides IQ tests.

Educate yourself

For example, you can start with the mega-useful course “Money and the Millionaire Mindset.”

Development of critical thinking

Critical thinking is a step towards active, creative methods. What is critical thinking?

1. Thinking is independent, and the owner puts his own ideas, evaluates the situation, has his own beliefs independently of others.
2. Receiving information is just the beginning, and the end will be processing, that is. generating a complex thought as a conclusion. Another thought is subjected to critical reflection.
3. This kind of thinking starts with asking questions and identifying problems.
4. Critical thinking is convincing arguments, evidence, conclusion.
5. This kind of thinking helps to exchange opinions and points of view.

How to develop critical thinking?

1. Evaluate reality. Reality is a world independent of your desires. Your thinking will be most effective if you learn to understand and “translate” this reality.
2. Mass hobbies. A concept becomes popular, a large number of people accept it, that is, they create a crowd. And there can be no talk of critical thinking there, but only of consistency. Think before you join.
3. Draw parallels between observation and inference.
4. Don't judge a situation or person until you are sure of your information.
5. Don't lose your sense of humor.
6. Be curious. There are many unknown, interesting, shocking things in the world. Having curiosity indicates intelligence. A curious person looks for new ways, ways to solve problems, for example, which gives him new opportunities.
7. Do not give free rein to your emotions, because they can cloud your mind. A striking example is anger, under the influence of which you can do things that you will regret.
8. Don't overestimate your self-esteem.
9. Learn to listen to people.
10. Use your intuition, don't ignore it. Because such thoughts may come to your mind on a subconscious level. This is the result of information that was once received, which you probably no longer remember.

Tasks for the development of thinking

1) What number is hidden under the car?

2) Find the extra figure. Only 15% of people can cope with this task.

3) Where is the bus going?

1. 87, just turn the photo over.
2. The answer is -1, because it is the standard, because the rest of the figures are modifications of it, either the shape, or the color, or the frame has been changed.
3. Even though the bus is moving forward and moving on the right side, as is customary, it is moving to the left. Because the door is not visible.

Development of speed reading

Reading quickly will always allow you to read more interesting and useful books and also excellent will develop thinking. Sign up for our Speed ​​Reading course in 30 days. We will teach you not only to read faster, but also to think faster, understand and remember text, as these are the basic requirements for the reading process.

Verbal counting

Learn to quickly and correctly add, subtract, multiply, divide, square numbers, and even take roots. I will teach you how to use easy techniques to simplify arithmetic operations. Each lesson contains new techniques, clear examples and useful tasks.

Money and the Millionaire Mindset

Knowledge of the psychology of money and how to work with it makes a person a millionaire. 80% of people take out more loans as their income increases, becoming even poorer. On the other hand, self-made millionaires will earn millions again in 3-5 years if they start from scratch. This course teaches you how to properly distribute income and reduce expenses, motivates you to study and achieve goals, teaches you how to invest money and recognize a scam.

Development of creative thinking

Creative thinking– thinking in which the owner finds unusual solutions, improved or shorter, better ones. Creative thinking will allow you to generate new ideas.

Creative thinking will give you the opportunity to try your hand at art. You might be able to find yourself in music or drawing, poetry or something unusual. For example, creating sculptures from scrap materials and so on.

We offer several interesting exercises for developing creative thinking:

1. Find a drama or horror film and remake it as a comedy.
2. Also try the opposite. Turn the comedy into a drama.
3. Come up with a script for the film. Take 2-3 pairs of people who have disagreements with each other and develop this plot.
4. Imagine any person or animal or object that could become a serial killer.

In this way, scripts for films and books can appear. And the process of such a game itself will be fun for you and the circle of people with whom you will try to discuss it. This exercise is more interesting to perform in the company of friends and acquaintances.

Development of thinking in children

The mental activity of a child has a special structure of cognition. When a baby is born, he begins to study everything around him, draw parallels, and look for connections between his discoveries. Gradually developing, the child begins to reason, imagine, a fantasy world appears, and speech not only appears, but also becomes more literate over time.

Anagrams

Gorbov-Schulte tables

Color matrix game

The “color matrix” game will be an excellent trainer for your thinking. A field of cells will open in front of you, each of which will be painted in one of two colors.

Your aim: determine which color is greater. The game, of course, is for a while and therefore you have to try. As the game progresses, the field will expand if the answers are correct or narrow if the answers are incorrect.

Game "Quick Count"

The game "quick count" will help you improve your thinking. The essence of the game is that in the picture presented to you, you will need to choose the answer “yes” or “no” to the question “are there 5 identical fruits?” Follow your goal, and this game will help you with this.

Game "Simplification"

The game “Simplification” is a wonderful simulator, not only oral counting, but also logic. You will come across examples both simple and complex. But not everything is so complicated in reality, you just need to figure out how to simplify or find the answer from the proposed answers. To do this, you will have to think logically!

Game "Number Reach: Revolution"

An interesting and useful game “Numerical Reach: Revolution” that will help you improve and develop memory. The essence of the game is that the monitor will display numbers in order, one at a time, which you should remember and then reproduce. Such chains will consist of 4, 5 and even 6 digits. Time is limited. How many points can you score in this game?

Game "Memory Matrix"

"Memory Matrices" is a great game for training and developing memory. In the presented game you will need to remember the placement of the colored cells, and then reproduce them from memory. How many levels can you complete? Remember, time is limited!

Game "2 back"

Memory comparison game

Another game that can be classified as a memory exercise is “Memory Comparison”. Good exercise for memory development and speed of thought. At the beginning, a number is given that you should remember, then a second one is given, and you will need to answer a question that does not change during the game. A great game to train your brain. Let's try to improve your memory with us!

Lessons in the development of thinking

A good exercise for creativity, as you finally fill out the field, you will understand how highly developed your thinking is. Below you will see a field of crosses. Your goal is to add a picture to each cross. Thinking, creativity and imagination come into play:

When you fill it out, pay attention to this picture (below), maybe you will find some drawing from the ones you just drew.

Also try a field not with crosses, but with other figures or, simply, with a different blank. These can be triangles, circles, squares, and so on. For example:

And another example:

Exercise - Architect

Imagine that you are an architect. Your goal is to design a house. It doesn’t matter whether you can draw or not, whether you can draw, it doesn’t matter. The essence is completely different and no less interesting. Place a piece of paper in front of you and write ten nouns on it. They can be absolutely anything: Orange, water, tomato, cloud, smoke, and so on... Then the fun begins. These ten words become the customer's terms and conditions. If it's orange, then you can paint the roof of the house orange. Water? Make a river behind the house. Tomato? Paint the floors in your house red. Here your imagination and thinking are unleashed. Try to make it as interesting as possible, make up words as complex as possible.

Technologies for the development of thinking

Technology development critical thinking presented in three stages:

1. Challenge. A gap is sought in previously acquired knowledge or experience, which is now the goal of elimination. That is, a goal is set to close this knowledge gap.

2. Understanding. A person who has a serious goal of developing critical thinking must realize that it is necessary to keep a diary and draw tables in order to determine the level of understanding of a certain topic or information.

3. Reflection. At the stage of reflection, a person forms his attitude towards the text, information, book, picture. This attitude is often written down or discussed with someone. This method will help not only in developing critical thinking, but also in developing communication skills.

Development of thinking in children 4-5 years old

There are good exercises for children to help them develop and train their thinking. These are the simplest exercises that will surely help them think and apply thinking to answer the question. If the child finds it difficult, just push him.

Examples of exercises to develop thinking

Exercise 1. The child's goal is to find superfluous word. Below are rows of 4 words, and one of them is extra and your child must determine which one. Ask him the question “why did he choose this word?”

Birch, pine, linden, apple tree.
Bed, table, chest of drawers, spoon.
Oak, chamomile, rose, tulip.
Fork, spoon, chair, knife.
Candy, soup, halva, jam.
Skirt, hat, dress, slippers.
Apple, beets, pears, grapes.

Exercise 2. You come up with a word for the child, and he answers what this person needs from things. It may not be a person at all, but an animal or a bird, and the child names their elements. For example:

Sparrow - branches, grains, puddle.
Doctor - gown, mask, syringe.
Janitor - broom, bucket, rake.
Small baby - rattle, diaper, pacifier.
Dog - booth, bone, leash.
Seller - cash register, goods, calculator.
Bee - flowers, nectar, hive.
Artist - paints, brushes, canvas.
Mother - ...?
And you will learn a lot of interesting things about your status :)

Exercise 3. Name the components of certain items and objects. The task is very difficult. During the exercise lexicon the child will be replenished, since not all the words are known to him yet, and you will help him with this. So:

Car - wheels, body, headlights, steering wheel (let the child name as many elements as possible) ship - ...
airplane - ...
train - ...
bike - ...
trolleybus - ...
table - ...
armchair - ...
book - ...
computer - ...
guitar - ...
piano - ...
drum - ...
house - ...
fence - ...
flower - ...
tree - ...
mushroom - ...
bug - ...
butterfly - ...
dog - ...
Human - ...
apple - ...
watermelon - ...

Development of thinking in children 6-7 years old

Exercise 1: Which vehicle is the odd one out of the four?

Exercise 2: Logic problem. Petya is stronger than Misha, but weaker than Kolya. Which of the guys is the weakest?

Exercise 3: There are three buckets: green, yellow, blue. Grandfather, grandmother and grandson carried water in different buckets (each with its own color). Grandfather's was neither green nor blue. Grandmother's is neither green nor yellow. What was the grandson's?

It would also be helpful to teach your child how to play chess. This game perfectly develops the sense of thinking, logic, mental calculation and many other senses.

For the game “chess” a lot of problems are constantly being written and invented. For example: checkmate in 1 move or checkmate in 2 moves, this can also happen in 4. The problems are very interesting, and being able to solve them means having good thinking.

Development of thinking in children 8-9 years old

What becomes older child, the more difficult the tasks should be for him. Below are exercises that will help your child tense up, think, reflect and give reasons for his answer:

Exercise 1: What can be common and what is the difference between the following pairs of words?

1. table chair
2. Bird, plane
3. Heaven, earth
4. Day Night
5. Slide, hole
6. skis, skates
7. Tree, bush

Let them explain their position.

Exercise 2: How can you seat 6 children on 2 sofas? How to seat 3 sofas? The answer should be given in numbers, and all possible answer options should be used.

Exercise 3: The child is called a series of words, and the child’s goal is to combine the words into one concept:

1. perch, crucian carp, pike (fish)
2. elephant, giraffe, ant (animals)
3. autumn, summer, winter (seasons)
4. shovel, rake, broom (tools)
5. cheese, sour cream, butter (dairy products)
6. hand, ears, legs (body parts)

Properties of thinking

There are several properties of thinking, which we discussed below:

Speed ​​of thinking

Each person has his own speed of thinking, and therefore each person copes with a task differently. There are techniques for increasing your thinking speed:

1. Do facial exercises, that is. normal warming up of the facial muscles.
2. Stop being lethargic, sleepy and with an expressionless face. The more alive you and your facial expressions, the more alive your thinking!
3. Increase the speed of internal reasoning and thoughts. This will help speed up your thinking.
4. Try to massage your head regularly. Massage stimulates the blood vessels in the brain, which improves their functioning, and at this moment great thoughts may come to your mind.
5. Speed ​​reading training. By perceiving text faster, you not only improve your reading speed, but also your thinking speed. Indeed, if you read faster and remember what you read, then your thoughts also speed up.

Meaningful thinking

The most common type of thinking - internal chatter - is negative thinking, it “seems to fill” the spiritual emptiness, is an illusion. Such thinking is a problem, an obstacle to concentration on any task. To keep your thinking clear, you need to perform actions with full understanding of them. It is also advisable to write down thoughts, draw, tell stories to friends, acquaintances, and relatives.

Take Notes and Drawings Get into the habit of expressing your thoughts in writing or drawings. Some people, when explaining or telling something, not only speak, but also draw, that is, they give you a picture and clarify the situation.

Tell your thoughts It will be useful to express your thoughts to others who will be really interested in it. Telling this to someone will help you get feedback. Another plus is that the more you tell your thoughts, the more clear they will be for you (if there were any points that were not clear).

DiscussDiscussing thoughts is an effective thing. One head it's good, but two better. The main thing is that the discussion does not turn into a quarrel. If you suddenly do not agree with your interlocutor’s thesis, then make up your own, but do not start a heated argument, but have a calm conversation.

Watch your speech Thinking and speech are closely related to each other. Therefore, in order to contribute to the development of thinking, it is worth constructing your speech correctly. Advice: exclude the words “problems”, “horror”, “difficult”, include “interesting”, “goal”.

Why are speech and thinking closely related? Thinking is fleeting and difficult to remember, but speech is a different story. Speech is memorable and easier to follow. Do you want to improve your thinking? Pay attention to your speech.

Pay attention to other people's speech It is easier to monitor someone else's speech than your own. Because someone else’s speech is something new and all the shortcomings and failures in logic can be heard in it. Studying the mistakes of other people's speech will help you find mistakes in your own speech.

Improve your skills in working with texts Text analysis can be compared to listening to someone else's speech. In both cases, you look for mistakes, roughness and take notes. Improved thinking depends on word processing skills.

Depth and freedom of thinking

People use their thinking in different ways and with varying degrees of freedom. It all depends on the position of perception. Depth and freedom of thinking can be represented in the form of several criteria:

1. Template thinking, as a rule, this is the view of an egoist: “Forgot - it means he doesn’t respect”, “Didn’t kiss - it means he doesn’t love” and so on.
2. My interests: Does this concern me and my plans? “I was cooking dinner, but he didn’t distract me - oh well. If I wanted to kiss, then that’s exactly what I wanted, which means I’ll kiss when he comes.”
3. Interests of loved ones: "He was in such a hurry that he even forgot to kiss me. I love him :)"
4. Objectivity: “The world is a stream of neutral events, nothing serious happened, it was just in a hurry.”
5. Systemic view: He ran to work, takes care of us! My love!
6. Angel Position: My husband works for people, and this is very important. I'm proud of him!

Efficiency of thinking

To create more effective thinking, you need to master meaningful thinking, and then master areas for increasing the efficiency of thinking:

1. Move from your worries to specifics.
2. Replace negative thinking with positive thinking.
3. Find the bridge from right thinking to productive thinking.

Thinking control

Thinking management is primarily related to the development of thinking and higher functions human psychology, development of will and attention.

It happens that useless and unnecessary thoughts are spinning in your head that you want to discard. Don't bother trying to eradicate them, but try:

1. Think positively and constructively
2. Do something so that your thoughts are involved in this activity.
3. Start remembering fun moments, positive stories and pleasant things that will create a good atmosphere.

Courses for the development and training of thinking

In addition to games, we have interesting courses that will perfectly pump up your brain and improve memory, thinking, and concentration:

Money and the Millionaire Mindset

Why are there problems with money? In this course we will answer this question in detail, look deep into the problem, and consider our relationship with money from psychological, economic and emotional points of view. From the course you will learn what you need to do to solve all your financial difficulties, start saving money and investing it in the future.

Development of memory and attention in a child 5-10 years old

The purpose of the course: to develop the child’s memory and attention so that it is easier for him to study at school, so that he can remember better.

After completing the course, the child will be able to:

1. 2-5 times better to remember texts, faces, numbers, words
2. Learn to remember for a longer period of time
3. The speed of recalling the necessary information will increase

Secrets of brain fitness, training memory, attention, thinking, counting

If you want to speed up your brain, improve its functioning, boost your memory, attention, concentration, develop more creativity, perform exciting exercises, train in game form and solve interesting problems, then sign up! 30 days of powerful brain fitness are guaranteed to you:)

Super memory in 30 days

As soon as you sign up for this course, you will begin a powerful 30-day training in the development of super-memory and brain pumping.

Within 30 days after subscribing you will receive interesting exercises and educational games to your email, which you can use in your life.

We will learn to remember everything that may be needed in work or personal life: learn to remember texts, sequences of words, numbers, images, events that happened during the day, week, month, and even road maps.

Thinking- this is the most generalized and indirect form of mental reflection, establishing connections and relationships between cognizable objects. In its formation, it goes through two stages: pre-conceptual and conceptual. Pre-conceptual is First stage development of thinking in a child, when the latter has a different organization than in adults. Children's judgments are isolated, about this particular subject. When explaining something, they reduce everything to the particular, the familiar. Most judgments are made by similarity or analogy, since at this stage memory plays the main role in thinking. The earliest form of proof is an example. Considering this peculiarity of a child’s thinking, when he is being convinced or something is explained to him, it is necessary to support his speech with clear examples.

The main feature of pre-conceptual thinking is egocentrism (not to be confused with egoism). Accordingly, a child under 5 years old cannot look at himself from the outside, is not able to correctly understand situations that require some detachment from his own point of view and acceptance of someone else’s position.

Egocentrism determines such features of children's logic as:

• insensitivity to contradictions;
• syncretism (the tendency to connect everything with everything);
• transduction (transition from particular to particular, bypassing the general);
• lack of understanding of conservation of quantity.

During the normal development of a child, pre-conceptual thinking, the components of which are concrete images, is replaced by conceptual (abstract) thinking, which is characterized by concepts and formal operations. Conceptual thinking does not come immediately, but gradually, through a series of intermediate stages. Thus, L. S. Vygotsky identified 5 stages in the transition to the formation of concepts. The first one is for a child 2-3 years old. When asked to put together similar objects that fit together, he puts any objects together, believing that those placed next to each other are suitable - such is the syncretism of children's thinking.

The second stage is different in that children use elements of objective similarity between two objects, but the third object can only be similar to one of the first pair - a chain of pairwise similarities arises. The third stage occurs at the age of 7-10, when children can combine a group of objects by similarity, but are not able to recognize and name the features that characterize this group. And finally, in adolescents aged 11-14 years, conceptual thinking appears, but it is still imperfect, since primary concepts are formed on the basis of everyday experience and are not supported by scientific data. Perfect concepts are formed at the 5th stage, in adolescence, when the use of theoretical principles allows one to go beyond one’s own experience.

So, thinking develops from concrete images to perfect concepts, designated by words. The concept initially reflects the similar, unchangeable in phenomena and objects.

There are different types of thinking.

Visual-effective thinking relies on the direct perception of objects, the real transformation of the situation in the process of actions with objects.

Visual-figurative thinking characterized by reliance on ideas and images. Its functions are related to the presentation of situations and changes in them that a person wants to achieve as a result of his activities that transform the situation. Its very important feature is the composition of unusual, incredible combinations of objects and their properties. In contrast to the visually effective, here the situation is transformed only in terms of the image.

Verbal and logical thinking- a type of thinking carried out using logical operations with concepts. It is formed over a long period (from 7-8 to 18-20 years) in the process of mastering concepts and logical operations during training.

There are also theoretical and practical, intuitive and analytical, realistic and autistic, productive and reproductive thinking.

Theoretical and practical thinking differs in the type of problems being solved and the resulting structural and dynamic features. Theoretical is the knowledge of laws and rules. An example of this is the discovery of the periodic table of elements by D. I. Mendeleev. The main task of practical thinking is to prepare a physical transformation of reality: setting a goal, creating a plan, project, scheme. One of its important features is that it is deployed under conditions of severe time pressure. Practical thinking provides very limited opportunities to test hypotheses, all this makes it sometimes more complex than theoretical. The latter is sometimes compared with empirical thinking. Here the criterion is the nature of the generalizations with which thinking deals; in one case these are scientific concepts, and in the other - everyday, situational generalizations.

Also shared intuitive And analytical (logical) thinking. In this case, they are usually based on three characteristics: temporal (time of the process), structural (division into stages), level of occurrence (awareness or unconsciousness). Analytical thinking unfolds in time, has clearly defined stages, and is represented in the human mind. Intuitive thinking is characterized by rapidity, the absence of clearly defined stages, and is minimally conscious.

Realistic thinking is directed mainly to the external world, is regulated by logical laws, and autistic associated with the realization of a person’s desires (who among us has not presented what we wanted as reality). The term is sometimes used egocentric thinking, it is characterized by the inability to accept the point of view of another person.

It is important to distinguish between productive and reproductive thinking based on the degree of novelty of the resulting result of mental activity.

It is also necessary to isolate involuntary and voluntary thought processes: involuntary transformations of dream images and purposeful solution of mental problems.

The following stages of problem solving are distinguished:

• Preparation;
• decision maturation;
• inspiration;
• checking the solution found.

The structure of the thought process of solving a problem can be represented as follows:

1. Motivation (desire to solve a problem).
2. Analysis of the problem (“what is given”, “what needs to be found”, what are the missing or redundant data, etc.).
3. Finding a solution.
4. Search for a solution based on one well-known algorithm (reproductive thinking).
5. Finding a solution based on choice optimal option from many known algorithms.
6. A solution based on a combination of individual links from various algorithms.
7. Search for a fundamentally new solution (creative thinking):
   • based on in-depth logical reasoning (analysis, comparison, synthesis, classification, inference, etc.);
   • based on the use of analogies;
   • based on the use of heuristic techniques;

based on usage empirical method trial and error. In case of failure:

1. Despair, switching to another activity, “period of incubation rest” - “ripening of ideas”, insight, inspiration, insight, instant awareness of a solution to a certain problem (intuitive thinking). The following factors contribute to “insight”:
   • high passion for the problem;
   • belief in success, in the ability to solve the problem;
   • high awareness of the problem, accumulated experience;
   • high associative activity of the brain (during sleep, at high temperature, fever, with emotionally positive stimulation).
2. Logical justification for the found solution idea, logical proof of the correctness of the solution.
3. Implementation of the solution.
4. Checking the solution found.
5. Correction (if necessary, return to stage 2).

Mental activity is realized both at the level of consciousness and at the level of the unconscious; it is characterized by complex transitions and interactions of these levels. As a result of a successful (purposeful) action, a result is obtained that corresponds to a previously set goal. If it was not provided for, then it turns out to be a by-product in relation to such a goal (a by-product of the action). The problem of the conscious and unconscious in a more specific form appears as a problem of the relationship between the direct (conscious) and by-products (unconscious) of action. The second is also reflected by the subject, and this reflection may participate in the subsequent regulation of actions, but it is not presented in verbalized form, consciously. Byproduct“develops under the influence of those specific properties of things and phenomena that are included in the action, but are not significant from the point of view of the goal.

The main ones are identified mental operations:analysis, comparison, synthesis, generalization, abstraction and etc.

Analysis- the mental operation of dividing a complex object into its constituent parts or characteristics.

Comparison- a mental operation based on establishing similarities and differences between objects.

Synthesis- a mental operation that allows one to mentally move from parts to the whole in a single process.

Generalization- mental association of objects and phenomena according to their common and essential characteristics.

Abstraction(distraction) - a mental operation based on highlighting the essential properties and connections of an object and abstracting from other, unimportant ones.

Main forms logical thinking are concept, judgment, inference.

Concept- a form of thinking that reflects the essential properties, connections and relationships of objects and phenomena, expressed in a word or group of words. Concepts can be general and individual, concrete and abstract.

Judgment- a form of thinking that reflects the connections between objects and phenomena; affirmation or denial of something. Judgments can be true or false.

Inference- a form of thinking in which a certain conclusion is drawn based on several judgments. Inferences are distinguished between inductive and deductive, by analogy:

• Induction- logical conclusion in the process of thinking from the particular to the general.
• Deduction- logical conclusion in the process of thinking from the general to the specific.
• Analogy- logical conclusion in the process of thinking from particular to particular (based on some elements of similarity).

Individual differences in the mental activity of people are associated with such qualities of thinking as breadth, depth and independence of thinking, flexibility of thought, speed and criticality of the mind.

Breadth of thinking- this is the ability to cover the entire issue as a whole, without at the same time missing out on the particulars necessary for the matter. Depth of thinking is expressed in the ability to penetrate into the essence of complex issues. The opposite quality is superficiality of judgment, when a person pays attention to little things and does not see the main thing.

Independence of thinking is characterized by a person’s ability to put forward new problems and find ways to solve them without resorting to the help of other people. Flexibility of thought is expressed in its freedom from the constraining influence of techniques and methods of solving problems fixed in the past, in the ability to quickly change actions when the situation changes.

Quickness of mind- a person’s ability to quickly understand a new situation, think about it and make the right decision.

Haste of the mind is manifested in the fact that a person, without thoroughly thinking through a question, picks out one side of it, rushes to make a decision, and expresses insufficiently thought-out answers and judgments.

A certain slowness of mental activity may be due to the type nervous system- its low mobility, “The speed of mental processes is the fundamental basis of intellectual differences between people” (G. Eysenck).

Critical mind- a person’s ability to objectively evaluate his own and others’ thoughts, carefully and comprehensively check all put forward provisions and conclusions.

Individual characteristics include a person’s preference for a visual-effective, visual-figurative or abstract-logical type of thinking.

By thinking we understand the human ability to reason, reflecting reality through words, concepts, judgments, and ideas. Based on its form, the following types are distinguished: visual-figurative, visual-effective, abstract-logical.

The first of them is more typical for people of creative professions. Its essence consists of psychological relationships and connections with people, objects, events, circumstances, and processes.

Imaginative thinking is a cognitive process in which a mental image is formed in a person’s mind, reflecting the perceived object. environment. Imaginative thinking is realized on the basis of ideas of what a person perceived before. In this case, images are extracted from memory or created by imagination. In the course of solving mental problems, these images can undergo changes that lead to finding new, unexpected, extraordinary, creative solutions to complex problems.

How do we use imaginative thinking?

Thanks to imaginative thinking, you can learn to find a way out of difficult situations and solve difficult problems. For example, you can use the following visualization technique for this purpose:

1. Present your problem in the form of a picture-image. For example, you have problems in business. Imagine it as a withering tree.

2. Come up with and draw images that reflect the cause of what is happening and “rescuer” images that will help you find a solution. For example, an excess of sun (too many outdated, oppressive, previously made decisions that interfere with creative thinking. An excess of sun can also represent, for example, increased competition). Think about what is needed to save the plant: watering (new ideas and solutions), or sun protection, or inviting a specialist gardener, or fertilizing the soil, or something else?

3. Don’t rush yourself, rethinking does not come instantly, but soon it will certainly come in the form of insight.

Visual thinking can help us calm down by providing psychological protection from an unnerving situation or an unpleasant person. We tend to take what is happening to heart, and therefore need to protect our psyche from overload. The most commonly used technique is to present the offender in an absurd or comical form. For example, you were hurt and offended by someone’s stinginess. Don't be offended, it's better to imagine a thrifty hamster with huge, stuffed cheeks. Well, he can’t live without supplies, that’s how it’s designed. Is it worth being offended? Better smile. Imagine a merciless satrap completely naked - it’s funny and absurd, and his scream will no longer have power over you.

There is an assumption that the ability to visualize the future increases the chances of its realization. The more colorful and detailed the visualization, the better. However, there is a caveat: as with all good things, moderation should be observed in this visualization. Main principle- "do no harm".

Usage imaginative thinking makes life more interesting, and communication and self-realization more complete.

Development of imaginative thinking

How to develop imaginative thinking?

Here are some exercises that can help with this:

- Look at any selected item. Consider it for some time. With your eyes closed, visualize it in detail. Open your eyes, check how completely and accurately you presented everything and what you “overlooked.”

- Remember what the thing you put on (shoes) looks like yesterday. Describe it in detail, try not to miss a single detail.

- Imagine some animal (fish, bird, insect) and think about what benefit or harm it can bring. All work must be done mentally. You need to “see” the animal and clearly imagine everything that is associated with it. For example, a dog. See how she greets you, how happily she waves her tail, licks her hands, looks into her eyes, plays with her child, protects you in the yard from offenders... All events should happen as in a movie. Give free rein to your imagination. This exercise can be done in different ways: using unrelated associations or like a movie with a sequential plot with a logical continuation.

Imaginative thinking in children

Children easily imagine both objects and circumstances in their imagination; it is as natural for them as breathing. In childhood, imagination so merges with thinking that they cannot be separated. The development of a child’s thinking occurs during games, drawing, modeling, and design. All these activities force you to imagine this or that in your mind, which becomes the basis for imaginative thinking. On this basis, verbal and logical thinking will subsequently be formed, which are indispensable in school classes.

Children's perception of the world through images contributes to the development of imagination, fantasy, and also becomes the basis for the development of creative potential, which is so important for achieving success in any business.

What exercises help develop creative thinking in children?

1. We read or tell fairy tales with facial expressions, gestures, and emotions.

2. We play, transforming. We play together with the children, change roles and images. We encourage children to play with transformation.

3. We draw - and remember, and compose, and invent more. Let the child remember a character from a fairy tale or cartoon character he recently read. And then let him draw a new friend or just a new character for him. Did it turn out to be a “baby sketch”? Finish it so that something new or something recognizable comes out.

4. Composing. You can start yourself - about what you see: about this little sprout that has made its way between the stones, about this tireless ant pulling a load three times its size, about this grasshopper... Compose together, do not be afraid to fantasize and encourage the child’s imagination.

5. Riddles are a real find. You can make them up along the way, you can invent them. They force you to consider objects and phenomena from different angles, think outside the box and not give up.

6. We observe and notice: what or who does this cloud, this pebble, this snag look like?

Thinking games will greatly help your child gain new knowledge, compare, remember, reveal relationships between phenomena, explore the world and develop.

Imaginative thinking in adults

There is a simple test that allows you to understand whether your imaginative thinking is well developed. To do this, you need to choose any picture (don’t try to take complex images right away, start with simple ones), look at it for some time (about a minute), trying to take into account all the nuances - the location of lines and objects, color and shades, plot and other nuances. After you feel that you have noticed everything, close your eyes and mentally achieve a detailed reproduction. See it with your eyes closed clearly and clearly. Happened? Great! This means that you only need to maintain your existing level of imaginative thinking. But if the pictures didn’t work out, if there were mistakes or vague forms, practice doing this exercise.

A more complicated option is visualization of abstract pictures. You can draw one yourself using dots, broken lines, patterns, using different colors and shapes, and then remember it. Pay attention to details and individual signs. Games for developing thinking are easy to find on the Internet, on sites dedicated to self-development. Developmental simulators also help with this. For example, in the game “Pyramidstroy”, imaginative thinking coupled with imagination will help you remember completely unrelated words, connecting them into an incredible story. Training and games for the development of thinking are very helpful in maintaining brain activity in good shape; they should be given attention throughout your life.

The development of imaginative thinking improves Creative skills, favors the manifestation of creativity and the generation of new ideas. In addition, thanks to the development of imaginative thinking, memorization improves, learning new things becomes easier, intuition improves, and flexibility of thinking appears.

We wish you confidence in your abilities and successful self-development!

Imaginative thinking has a number of features that turn it into a universal tool that anyone can and should use in their life.

Introduction 3

1. Thinking 5

1.1. Concept of thinking 5

1.2. Basic operations as aspects of mental activity 5

1.3. Logical operations of thinking 7

1.4. Main phases of the thought process 8

1.5. Types of thinking 9

2. Ways to develop thinking 14

2.1. Thinking Development Concepts 14

2.2. Connection of thinking with memory, sensations, perception 16

2.3. The relationship between thinking and speech 17

2.4. Motivation thinking 18

2.5. Thinking in problem solving 24

2.6. Individual characteristics of thinking 24

2.7. Formation of thinking 27

Conclusion 28

Literature 29

Introduction

Thinking is the height of bliss and the joy of life, the most valiant occupation of man.

Aristotle

The problem of the development of thinking has concerned the minds of scientists and the public since ancient times. For a long time, the process of thinking was considered as a subject of study in such disciplines as philosophy, religion, and logic. Only later did the problem of thinking begin to be considered in psychology and became the subject of precise experimental research. The work describes the sequence of development of thinking, starting from an early age, the stages of formation of visual-effective, visual-figurative and verbal-logical thinking, and their characteristics are given. The types of mental activity are indicated depending on the type of tasks being solved and their orientation. The interrelations of types of thinking and the transition of one type of mental activity to another are considered. This work describes various theories of thinking, materialistic and idealistic approaches. The topic of studying thinking remains relevant today. Thinking is studied by psychology, physiology, pathology, and psychiatry. Through observation, experiment, testing, and clinical research, defects in the development of thinking are identified and ways of correcting them are found. All this would have been impossible without knowledge of the fundamentals of the process of development of thinking, without the research activities of ancient and modern scientists.

The ability to think is gradually formed in the process of human development, the development of his cognitive activity. Cognition begins with the brain reflecting reality in sensations and perceptions, which form the sensory basis of thinking.

We can talk about human thinking from the time when he begins to reflect some of the simplest connections between objects and phenomena and act correctly in accordance with them.

Since thinking is the highest form of reflection of the surrounding world by the brain, the most complex cognitive process of understanding the world, characteristic only of humans, it is very important to develop and study the development of thinking, starting from an early age.

The purpose of our course work: identify the basic patterns of development and diagnostics of thinking.

At the same time, we are faced with the following tasks:

summarize material about types of thinking;

consider thinking as one of the cognitive processes;

determine the features of the development and diagnosis of thinking;

study methods of thinking research;

summarize ways to develop thinking;

When writing the work, the following methods of scientific and pedagogical research were used:

method of scientific knowledge;

theoretical research;

synthesis of best practices.

1. Thinking

1.1.The concept of thinking

Knowledge of objective reality begins with sensation and perception. But, starting with sensations and perception, knowledge does not end with them. From sensations and perception it moves to thinking.

Thinking expands the boundaries of our knowledge. Sensations and perceptions reflect individual aspects of phenomena, moments of reality in more or less random combinations. Thinking correlates the data of sensations and perceptions - it compares, compares, distinguishes, reveals relationships, mediations, and through the relationships between directly sensory-given properties of things and phenomena, reveals new, not directly sense-given, abstract properties; By identifying relationships and comprehending reality in these relationships, thinking understands its essence more deeply.

S. L. Rubinstein defined thinking in this way: “Thinking is the movement of thought, revealing a connection that leads from the individual to the general and from the general to the individual. Thinking is indirect - based on the disclosure of connections, relationships, mediations - and generalized knowledge of objective reality.”

1.2.Basic operations as aspects of mental activity

Analysis and synthesis are the most important mental operations that are inextricably linked. In unity they provide complete and comprehensive knowledge of reality.

Analysis is the mental division of an object or phenomenon into its constituent parts or the mental isolation of individual properties, features, and qualities in it. When we perceive an object, we can mentally isolate one part after another and thus find out what parts it consists of.

Synthesis is a mental connection of individual parts of objects or a mental combination of their individual properties. If analysis provides knowledge of individual elements, then synthesis, based on the results of analysis, combining these elements, provides knowledge of the object as a whole.

Just like analysis, synthesis can be carried out through direct perception of objects and phenomena or through mental representation of them. There are two types of synthesis: as a mental unification of parts of a whole (for example, thinking through the composition of a literary work) and as a mental combination of various signs, properties, aspects of objects and phenomena of reality (for example, a mental representation of a phenomenon based on a description of its individual signs or properties).

Analysis and synthesis often arise at the beginning of practical activities. Developing on the basis practical activities and visual perception, analysis and synthesis must also be carried out as independent, purely mental operations. In every complex process thinking involves analysis and synthesis.

Abstraction is the mental selection of essential properties and features of objects or phenomena while simultaneously abstracting from non-essential features and properties.

Generalization closely related to abstraction. When generalizing, objects and phenomena are combined together on the basis of their common and essential features. The basis is taken from the characteristics that we obtained during abstraction, for example, all metals are electrically conductive. Generalization, like abstraction, occurs with the help of words. Every word refers not to a single object or phenomenon, but to a set of similar individual objects.

Concretization is a mental representation of something individual that corresponds to a particular concept or general position.

1.3.Logical operations of thinking

In addition to the types and operations considered, there are also thinking processes. These include judgment, inference, definition of concepts, induction, deduction. Judgment – This is a statement containing a specific thought. Inference – is a series of logically related statements from which new knowledge is derived. The definition of concepts is considered as a system of judgments about a certain class of objects (phenomena), highlighting their most general characteristics. Induction and deduction – these are ways of producing inferences that determine the direction of thought from the particular to the general, or vice versa. Induction involves the derivation of a particular judgment from a general one, and deduction presupposes the derivation of a general judgment from particular ones.

Although logical operations are organically part of thinking, it does not always act as a process in which only logic and reason act. Emotions often interfere with the thinking process and change it. .

Emotions, however, can not only distort, but also stimulate thinking. It is known that feeling gives passion, intensity, sharpness, purposefulness and persistence to thoughts. Without heightened feeling, productive thought is just as impossible as without logic, knowledge, skills. The only question is how strong the feeling is, whether it goes beyond the limits of optimism, which ensures reasonable thinking.

In thinking processes, emotions are especially expressed when a person finds a solution to a difficult problem; here they perform a heuristic and regulatory function. The heuristic function of emotions is to highlight (emotional, signal fixation) a certain zone of optimal search, within which the desired solution to the problem is located. The regulatory function of emotions is manifested in the fact that they are able to activate the search the right solution if it is conducted correctly, and slow it down if intuition suggests that the chosen course of thought is wrong.

1.4.Main phases of the thought process

In order to talk about ways of developing thinking, it is necessary to understand what stages the thought process goes through. In his book “Fundamentals of General Psychology,” L. S. Rubinstein identifies several main stages of the thought process.

Initial phase: clear awareness problematic situation. It may begin with a sense of surprise. Plato spoke about this: “All knowledge begins with wonder.” Surprise can be caused by a situation that gives the impression of extraordinaryness. The formulation of the problem itself is an act of thinking, which often requires large and complex mental work. First sign thinking man is the ability to see problems where they exist.

From awareness of the problem, thought moves to its solution.

The solution to a problem is accomplished in various and very diverse ways - depending, first of all, on the nature of the problem itself. There are tasks for which all the data are contained in the visual content of the problem situation itself. ... Problem solving, which is the goal of thinking processes, requires, for the most part, the use of theoretical knowledge as prerequisites, the generalized content of which goes far beyond the visual situation.

In practice, when solving a problem according to one rule or another, very often they do not think about the rule at all, do not realize and do not formulate it, at least mentally, as they used to, but use a completely automatically established method. In the real thinking process, which is a very complex and multifaceted activity, automated action patterns - specific thinking “skills” - often play a very significant role. ... Formulated in the form of rules, positions of thought and automated patterns of action are not only opposite, but also interconnected. The role of skills and automated action patterns in the real thought process is especially great in those areas where there is a very generalized rational system of knowledge. For example, the role of automated action patterns in solving mathematical problems is very significant.

The degree of criticality of the mind varies greatly among different people. Criticality is an essential sign of a mature mind. An uncritical naive mind easily accepts any coincidence as an explanation, the first solution that comes along as the final one. The critical mind carefully weighs all the arguments for and against its hypotheses and subjects them to comprehensive testing.

When this check ends, the thought process comes to the final phase - to the final judgment within the limits of a given thought process on a given issue, fixing the solution to the problem achieved in it. The result of the mental work then descends more or less directly into practice. It subjects it to a decisive test and sets new tasks for thought - development, clarification, correction or change of the initially adopted solution to the problem.

1.5.Types of thinking

There are several types of thinking. Thinking develops differently depending on what type it belongs to. S. L. Rubinstein and R. S. Nemov describe in detail the main types of thinking.

Human thinking includes mental operations of various types and levels. First of all, their cognitive meaning can be very different. Thus, obviously, the elementary act of thinking, through which a child resolves the difficulties that confront him, and the system of mental operations, through which a scientist resolves, are unequal in cognitive terms. scientific problem about the patterns of the flow of any complex processes. It is thus possible to distinguish different levels of thought depending on how high the level of its generalizations is, how deeply at the same time it moves from phenomenon to essence, from one definition of essence to an ever deeper definition of it. These different levels of thinking are visual thinking in its elementary forms and abstract, theoretical thinking.

The main types of thinking are classified as follows:

Figure 1 Types of thinking.

Theoretical conceptual thinking is such thinking, using which a person, in the process of solving a problem, does not directly turn to the experimental study of reality, does not obtain the empirical facts necessary for thinking, and does not take practical actions aimed at actually transforming reality. He discusses and searches for a solution to a problem from the very beginning to the very end in his mind, using ready-made knowledge expressed in concepts, judgments, and conclusions.

Theoretical figurative thinking differs from conceptual thinking in that the material that a person uses here to solve a problem is not concepts, judgments or inferences, but ideas and images. They are either directly formed during the perception of reality, or are extracted from memory. In the course of solving a problem, these images are mentally transformed so that a person in a new situation can directly see the solution to the problem that interests him. Imaginative thinking is a type of mental activity that is most often found in the work of writers, artists, and performers.

Both types of thinking considered - theoretical, conceptual and figurative - actually coexist, but are expressed in varying degrees. They complement each other well. Theoretical conceptual thinking provides, although abstract, but at the same time the most accurate generalized reflection of reality; Theoretical figurative thinking allows us to obtain a specific subjective perception of it, which is no less real than the objective-conceptual one. Without one or another type of thinking, our perception of reality would not be as deep and versatile, accurate and rich in various shades as it actually is.

A distinctive feature of visual-figurative thinking is that the thought process in it is directly related to the thinking person’s perception of the surrounding reality and cannot take place without it. Thoughts are visual and figurative, a person is tied to reality, and the images themselves necessary for thinking are represented in short-term and operative memory. This form of thinking is most fully and comprehensively represented among children of preschool and primary school age, and among adults – among people engaged in practical work.

The peculiarity of visual-effective thinking is that the process of such thinking itself is a practical transformative activity carried out by a person with real objects. This type of thinking is widely represented among people in mass working professions, engaged in real productive work, the result of which is the creation of any specific material product.

The difference between theoretical and practical types of thinking, according to B.M. Teplov, is that “they are differently related to practice... The work of practical thinking is mainly aimed at solving particular specific problems... while the work of theoretical thinking is aimed mainly at finding general patterns.”

Both theoretical and practical thinking are ultimately connected with practice, but in the case of practical thinking this connection is more direct and immediate.

All of the listed types of thinking can be represented in the same activity. However, depending on its nature and ultimate goals, one or another type of thinking dominates. For this reason they all differ. In terms of their degree of complexity, in terms of the demands they place on a person’s intellectual and other abilities, all of these types of thinking are not inferior to each other.

S. L. Rubinstein also talks about the genetic stages of thinking.

In genetic terms, in relation to the early stages of development, we can speak of visual-effective thinking as a special degree in its development, meaning the period when thinking was woven into the material practical activity of people and had not yet emerged into theoretical activity.

Thinking, being formed primarily in an effective way, only at subsequent stages of development is distinguished from practical activity as an independent theoretical activity.

There is no doubt that the genetically primary intellectual operation was rational action, based on visual thinking - visual-effective (or “sensorimotor”) thinking, more precisely, it was visual-situational thinking, directly included in practical action.

Only then, on the basis of social practice, did theoretical thinking and higher types of visual-figurative thinking develop. Moreover, with the development of higher types, in particular theoretical thinking, genetically earlier types of visual thinking are not supplanted, but are transformed, moving to their highest forms. The development of thinking does not boil down to the fact that genetically later and more complex types of thinking are built on top of genetically earlier primitive types of thinking. Due to the inextricable internal connection of all aspects of thinking among themselves, the personality and its consciousness as a whole, genetically earlier species rise to a higher level. This applies, in particular, to visual-situational thinking included in a practical situation. ... It is not thinking in itself that develops, but a person, and as he rises to a higher level, all aspects of his consciousness, all aspects of his thinking rise to a higher level.

2. Ways to develop thinking

2.1. Concepts of thinking development

In his book “Psychology” R. S. Nemov describes in sufficient detail different approaches to the development of thinking. He begins the chapter “Development of Thinking” with the fact that “A person’s thinking develops, his intellectual abilities improve.”

Let us now consider the most well-known theories that explain the thinking process. These concepts can be divided into two large groups: those that are based on the hypothesis that a person has natural intellectual abilities that do not change under the influence of life experience, and those that are based on the idea that mental abilities are mainly formed and developed during life. . Let us present the features of both groups of concepts.

1. Concepts according to which intellectual abilities and intelligence itself are defined as a set of internal structures that ensure the perception and processing of information in order to obtain new knowledge. It is believed that the corresponding intellectual structures exist in a person from birth in a potentially ready-made form, gradually manifesting (developing) as the organism matures. This idea of ​​a priori existing intellectual abilities is characteristic of much work in the field of thinking carried out in German school psychology. It is most clearly represented in the Gestalt theory of thinking, according to which the ability to form and transform structures, to see them in reality is the basis of intelligence.

2. In contrast, genetic concepts of intelligence presuppose the recognition of the innateness of mental abilities, the possibility and necessity of their lifetime development. Genetic concepts explain thinking based on the influences of the external environment, from the idea of ​​the subject’s own, internal development, or the interaction of both.

A.N. Leontyev, emphasizing the derivative nature of the highest forms of human thinking from culture and the possibility of its development under the influence of social experience, wrote: “Human thinking does not exist outside of society, outside of language, outside of the knowledge accumulated by mankind and the methods of mental activity developed by it: logical, mathematical, etc. actions and operations... An individual becomes a subject of thinking only by mastering language, concepts, and logic.” He proposed a concept of thinking according to which there are relations of analogy between the structures of external and internal activity. Internal, mental activity is not only derived from external, practical activity, but has fundamentally the same structure. “As in practical activity, in mental activity individual actions can be distinguished, subordinate to specific conscious goals... Like practical action, every internal, mental action is carried out in one way or another, that is, through certain operations.” At the same time, external and internal elements of activity are interchangeable. The structure of mental, theoretical activity may include external, practical actions, and, conversely, the structure of practical activity may include internal, mental operations and actions.

The activity theory of thinking contributed to the solution of many practical problems related to the learning and mental development of children. On its basis, such theories of learning were built (they can also be considered as theories of the development of thinking) as the theory of P. Ya. Galperin, the theory of L. V. Zankov, the theory of V. V. Davydov. It also underlies many of the latest studies by domestic psychologists.

2.2. Connection of thinking with memory, sensations, perception

Thinking is closely connected with memory, with the possession of a certain stock of knowledge. Attempting to develop your mind without acquiring knowledge is fruitless. There are people who willingly talk about subjects that they do not know, but sooner or later such people are exposed, and their thinking, their evidence without specific knowledge turns out to be empty words. The importance of thinking for memory was determined, expressed in the organization of memorization, in the comprehension of the material being memorized. There is a connection between thinking and imagination . Any planning requires the joint work of thinking and imagination, since it is necessary to some extent imagine with the help of imagination what is planned and planned to be implemented. Creative activity is productive if it has sufficient flight of imagination, regulated by thought.

Cognitive activity begins with sensations and perceptions. Any, even the most developed, thinking always maintains a connection with sensory knowledge, i.e. with sensations, perceptions and ideas. Mental activity receives all its material from only one source - from sensory knowledge. Through sensations and perceptions, thinking is directly connected with the outside world and is its reflection. The correctness (adequacy) of this reflection is continuously verified in the process of practical transformation of nature and society.

In the process of thinking, using the data of sensations, perceptions and ideas, a person at the same time goes beyond the limits of sensory knowledge, i.e. begins to cognize such phenomena of the external world, their properties and relationships, which are not directly given in perceptions and therefore are not directly observable at all. Thus, thinking begins where sensory knowledge is no longer sufficient or even powerless.

2.3. The relationship between thinking and speech

For human mental activity, its relationship is essential not only with sensory cognition, but also with language and speech. This reveals one of the fundamental differences between the human psyche and the psyche of animals. The elementary, simplest thinking of animals always remains only visually effective; it cannot be abstract, mediated by knowledge. It deals only with directly perceived objects that are currently in front of the animal’s eyes. Such primitive thinking operates with objects in a visually effective way and does not go beyond its limits.

Only with the advent of speech does it become possible to abstract one or another of its properties from a cognizable object and consolidate, fix the idea or concept of it in a special word. A thought acquires in a word the necessary material shell, in which it only becomes an immediate reality for other people and for ourselves. Human thinking - no matter what forms it takes - is impossible without language. Every thought arises and develops in inextricable connection with speech. The deeper and more thoroughly thought out this or that thought, the more clearly and clearly it is expressed in words, verbally and writing. And vice versa, the more the verbal formulation of a thought is improved and honed, the clearer and more understandable this thought itself becomes.

The word, the formation of thought, contains the most important necessary prerequisites for the discursive, i.e. reasoning, logically dissected and conscious thinking. Thanks to the formulation and consolidation in the word, the thought does not disappear or fade away, barely having time to arise. It is firmly fixed in speech formulation - oral or even written. Therefore, there is always the opportunity, if necessary, to return to this thought again, think it over even more deeply, check it and, in the course of reasoning, correlate it with other thoughts. The formulation of thoughts in the speech process is the most important condition for their formation. So-called inner speech can also play a large role in this process.

In the wonderful book “A Word about Words,” L. Uspensky writes: “From early childhood to very old age, a person’s entire life is inextricably linked with language. The child has not yet learned how to speak, but his clear ear already catches the murmur of grandmother's fairy tales. A teenager goes to school. A young man goes to college or university. A whole sea of ​​words, a noisy ocean of speech, catches him there, behind the wide doors. Through the lively conversations of teachers, through the pages of hundreds of books, he sees for the first time an immensely complex universe reflected in words. The new person is related to ancient thoughts, with those that formed in the heads of people thousands of years before his birth. He himself gains the opportunity to address his great-grandchildren who will live centuries after his death. And all this is only thanks to language.”

Thus, human thinking is inextricably linked with language, with speech. Thinking necessarily exists in a material, verbal shell.

2.4.Motivation of thinking

Analysis and synthesis, in general the activity of thinking, like any other activity, is always caused by some needs of the individual. If there are no needs, there is no activity that they could cause.

Studying thinking, like any other mental process, psychological science takes into account and, to one degree or another, specifically examines exactly what needs and motives forced a given person to engage in cognitive activity and under what specific circumstances the need for analysis, synthesis, etc. arose. d. What thinks, thinks, is not “pure” thinking itself, not the thought process itself as such, but a person, an individual, a personality with certain abilities, feelings and needs. The inextricable connection of mental activity with needs clearly reveals the most important fact that any thinking is always the thinking of the individual in all the richness of his relationships with nature, society, and other people. The motives of thinking studied in psychology are of two types: 1) specifically cognitive and 2) nonspecific. In the first case, the stimulants and driving forces of mental activity are interests and motives in which cognitive needs (curiosity, etc.) are manifested. In the second case, thinking begins under the influence of more or less external causes, and not purely cognitive interests.

Thus, a person begins to think under the influence of certain needs, and in the course of his mental activity, increasingly deeper and stronger cognitive needs arise and develop.

The need for thinking arises primarily when, in the course of life and practice, a new goal, a new problem, new circumstances and conditions of activity appear before a person. By its very essence, thinking is necessary only in those situations in which these new goals arise, and the old, previous means and methods of activity are insufficient (although necessary) to achieve them. Such situations are called problematic. With the help of mental activity, originating in a problem situation, it is possible to create, discover, find, and invent new ways and means of achieving goals and satisfying needs.

Thinking is the search and discovery of something new. In those cases where you can get by with old, already known methods of action, previous knowledge and skills, a problem situation does not arise and therefore thinking is simply not required. Not every situation in life is problematic, i.e. provoking thinking.

It is necessary to distinguish between a problem situation and a task. A problematic situation is a vague, not yet very clear and little-conscious impression, as if signaling: “something is wrong,” “something is not right.” It is in these kinds of problematic situations that the thinking process begins. It begins with an analysis of this problematic situation itself. As a result of its analysis, a task arises and is formulated, a problem in the proper sense of the word.

The emergence of a task - in contrast to a problem situation - means that it has now been possible to at least preliminary and approximately separate the given (known) and the unknown (sought). In the course of solving the problem, i.e. As more and more new and more essential conditions and requirements are revealed, what is being sought is increasingly determined. Its characteristics are becoming more meaningful and clear. The final solution to the problem means that what is being sought is identified, found, and fully defined. If the unknown were completely and completely defined already in the initial formulation of the problem, i.e. in the formulation of its initial conditions and requirements, then there would be no need to look for it. And vice versa, if there were no initial formulation of the problem, outlining in which area the unknown should be looked for, i.e. minimally anticipating what is being sought, then the latter would simply be impossible to find. There would be no preliminary data, clues or outlines for his search. A problematic situation would generate nothing but a painful feeling of bewilderment and confusion.

In order to better understand the basic mechanisms of the thought process, consider the following three mutually opposite points views on mental anticipation of the unknown, which are expressed in psychology. Depending on different views on the thinking process, psychologists offer different ways to shape students’ thinking while solving problems.

The first point of view is based on the fact that each previous stage (“step”) of the cognitive process gives rise to the immediately following one. This thesis is correct, but insufficient. In fact, in the course of thinking, at least a minimal anticipation of what is being sought is carried out more than one “step” forward. Therefore, everything cannot be reduced only to the relationship between the previous and immediately following stages. In other words, one should not underestimate or downplay the degree and volume of mental anticipation in the course of solving a problem.

The second, opposite point of view, on the contrary, exaggerates, absolutizes, overestimates the moment of anticipation of a still unknown decision, i.e. a result (product) that has not yet been identified and has not yet been achieved in the course of thinking. Anticipation - always only partial and approximate - immediately turns here into a ready and complete definition of such a result (decision).

Both of these considered points of view recognize the presence of mental anticipation in the process of searching for the unknown, although the first of them underestimates, and the second exaggerates, the role of such anticipation. The third point of view, on the contrary, completely denies anticipation in the course of solving a problem.

The third point of view has become very widespread in connection with the development of the cybernetic approach to thinking. It consists of the following: in the course of the thought process, it is necessary to sort through (remember, take into account, try to use) one after another all, many or some signs of the corresponding object associated with it general provisions, theorems, solutions, etc. and as a result, select from them only what is necessary for the solution. In the end, one of them may turn out to be suitable for this case.

In fact, as special psychological experiments have shown, thinking never works in such a blind, random, mechanical search of all or some possible solution options. In the course of thinking, it is anticipated, at least to a minimal extent, which specific feature of the object under consideration will be isolated, analyzed and generalized. Not just any, no matter what, but only a certain property of the object comes to the fore and is used for the solution. The remaining properties are simply not noticed and disappear from view. This manifests direction, selectivity, and determinism of thinking. Consequently, even the minimal, most approximate and very preliminary anticipation of the unknown in the process of searching for it makes a blind, mechanical search of all or many properties of the object under consideration unnecessary.

That is why it is important to find out how, in the course of cognitive activity, a person mentally anticipates the unknown. This is one of the central problems of the psychology of thinking. In the process of its development, psychological science overcomes the considered three erroneous points of view on mental anticipation of the unknown. Solving this problem means revealing the basic mechanism of thinking.

The unknown (the sought-after) is not some kind of “absolute emptiness” with which it is generally impossible to operate. It is always, in one way or another, connected with something known, given. In any problem, as already noted, something is always known (initial conditions and requirements, the question of the problem). Based on the connections and relationships between the known and the unknown, it becomes possible to search and find something new, previously hidden, unknown. Any object reveals its inherent signs, properties, qualities, etc. in their relationships with other objects, things, processes. The discovery and cognition of something new in an object (subject) would be impossible without including it in new connections with other objects (subjects). Consequently, to understand an object in its new, as yet unknown properties, one must go, first of all, through knowledge of those relationships and interconnections in which these properties are manifested.

Therefore, the most important mechanism of the thought process is as follows. In the process of thinking, an object is included in more and more new connections and, thanks to this, appears in more and more of its properties and qualities, which are fixed in new concepts; Thus, all new content is drawn out of the object; it seems to turn every time with its other side, new properties are revealed in it.

This mechanism of thinking is called analysis through synthesis, since the selection (analysis) of new properties in an object is accomplished through the correlation (synthesis) of the object under study with other objects, i.e. through its inclusion in new connections with other objects.

Only as people reveal the system of connections and relationships in which the analyzed object is located, they begin to notice, discover and analyze new, still unknown signs of this object. And vice versa, until a person begins to reveal the system of such connections himself, he will not pay any attention to a new property that is necessary for the solution, even if this property is suggested by direct indication.

A random hint often contributes to discoveries and inventions. However, the use of such a hint reveals the above-mentioned pattern of the thought process. A “happy” chance will be noticed and used only by the person who thinks hard about the problem being solved. The whole point is how prepared the soil is, in general, the system of internal conditions on which this or that external cue falls. Here, as elsewhere, external causes act only through internal conditions.

Generalization and its result - transfer - depend primarily on the inclusion of both tasks in a single process of analytical-synthetic activity. The very course of generalization (and transfer) is determined by at what stages of analysis - early or late - the correlation between the task and the hint is made.

2.5. Thinking when solving problems

As already noted, mental activity is necessary not only for solving already set, formulated problems (for example, school-type ones). It is also necessary for setting tasks itself, for identifying and understanding new problems. Often, finding and posing a problem requires even more mental effort than its subsequent resolution. Thinking is also necessary for the assimilation of knowledge, for understanding the text during reading and in many other cases, which are by no means identical to solving problems.

2.6.Individual characteristics of thinking

Individual characteristics thinking in different people is manifested primarily in the fact that they have different relationships between different and complementary types and forms of mental activity (visual-figurative, visual-effective and abstract thinking). Individual characteristics of thinking also include other qualities of cognitive activity: independence, flexibility, speed of thought.

Independence of thinking is manifested primarily in the ability to see and put new question, a new problem and then solve them on your own. The creative nature of thinking is clearly expressed precisely in such independence.

Flexibility of thinking lies in the ability to change the initially planned path (plan) for solving problems if it does not satisfy the conditions of the problem that are gradually identified in the course of its solution and which could not be taken into account from the very beginning.

Speed ​​of thought is especially necessary in cases where a person is required to make certain decisions in a very short time (for example, during a battle, an accident).

Depth of thought is the ability to penetrate into the essence of the most difficult issues of theory and practice, to understand them, to understand the causes of phenomena, and to foresee the further course of events. The quality opposite to the depth of the mind is the surface of judgments and conclusions, when a person pays attention to the little things and does not see the main thing;

Breadth of thought lies in the ability to cover the issue as a whole.

Flexibility of mind - the ability to revise one’s conclusions and decisions depending on changing conditions, the absence of cliches in solving a problem, or preconceived opinions. People are not distinguished by this quality, they know how to think and act only according to a template, show inertia of thought, and are afraid of new things;

Criticality of the mind is the ability not to take any position on faith (both one’s own and someone else’s), but to subject it to critical consideration, weigh all the arguments for and against it, and only after that agree with a certain position or reject it.

All of the listed and many other qualities of thinking are closely related to its main quality, or attribute. The most important feature of any thinking - regardless of its individual individual characteristics - is the ability to highlight the essential and independently come to ever new generalizations. When a person thinks, he is not limited to stating this or that individual fact or event, even bright, interesting, new and unexpected. Thinking necessarily goes further, delving into the essence of a given phenomenon and discovering the general law of development of all more or less homogeneous phenomena, no matter how outwardly they differ from each other.

There are individually unique types of thinking. One of the classifications of people’s mental activity was proposed by K. Jung. He identified the following types of people according to the nature of their thinking:

Intuitive type. Characterized by the predominance of emotions over logic and the dominance of the right hemisphere of the brain over the left.

Thinking type.

He is characterized by rationality and the predominance of the left hemisphere over the right, the primacy of logic over intuition and feeling.

Creative (productive) thinking is aimed at creating new people, discovering something new or improving the solution to a particular problem. All creative tasks have one feature: the need to use an unconventional way of thinking, an unusual vision of the problem, and going beyond the usual way of reasoning.

There are two competing ways of thinking: critical and creative. Critical thinking is aimed at identifying flaws in the judgment of other people. Creative thinking is associated with the discovery of fundamentally new knowledge, with the generation of one’s own original ideas, and not with evaluating the thoughts of others. To smooth out this competition, it is necessary to develop both critical and creative thinking in a child from childhood.

The concept of intelligence is inextricably linked with the concept of creativity. . It is understood as a set of the most general mental abilities that provide a person with success in solving various problems.

2.7.Formation of thinking

A child is born without thinking. In order to think, it is necessary to have some sensory and practical experience, fixed in memory. By the end of the first year of life, manifestations of elementary thinking can be observed in the child.

The main condition for the development of children's thinking is their purposeful upbringing and training. In the process of upbringing, the child masters objective actions and speech, learns to independently solve first simple, then complex problems, as well as understand the requirements made by adults and act in accordance with them.

The development of thinking is expressed in the gradual expansion of the content of thought, in the consistent emergence of forms and methods of mental activity and their change as the overall formation of the personality occurs. At the same time, the child’s motivation for mental activity—cognitive interests—increases.

Thinking develops throughout a person’s life in the process of his activity. At each age stage, thinking has its own characteristics.

Conclusion

Based on this work, one can trace the development of ideas about thinking, the formation of theories of thinking, and consider their contradictions. Many philosophers, scientists, and psychologists have contributed to the study of this problem, revealing the features and patterns of the process of development of thinking. Each generation of scientists discovered new features, previously unknown criteria for the development of thinking. However, the theoretical study of thinking has gone far ahead in comparison with the practical, experimental one. There are still many incompletely explored thinking processes that need to be developed. This will make it possible to invent new methods, develop new techniques to prevent disorders in the development of thinking and restore already impaired functions of the thought process.

To achieve this goal, we used the following theoretical tasks:

Summarize the material about types of thinking.

Consider thinking as one of the main cognitive processes.

Intellectual activity is based on specific mental operations of analysis and synthesis, classification, generalization, analogies, comparisons, subsuming concepts, establishing cause-and-effect relationships, etc. Although thinking is not limited to logic, it nevertheless operates with logical categories, connections and relationships. To perform logical actions, it is necessary to distinguish essential from non-essential properties of objects and phenomena, identify necessary and sufficient signs, choose grounds for comparison or classification, and master logical-functional relationships of various types.

Literature

R. S. Nemov. Psychology in 3 books. Book

1: General fundamentals of psychology: textbook. for students higher ped. textbook establishments. – M.: Humanite. ed. VLADOS Center, 2007. R. S. Nemov. Psychology in 3 books. Book 3: Psychodiagnostics. Introduction to scientific psychological research with elements

mathematical statistics

: textbook for students higher ped. textbook establishments.

– M.: Humanite. ed. VLADOS Center, 2007. S. L. Rubinstein. Fundamentals of general psychology. – St. Petersburg: Peter, 2008. M. I. Stankin. General psychology: Functional phenomena of the human psyche. – M.: Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MODEK", 2001.

Yu. B. Gippenreiter. Introduction to general psychology. Lecture course. – M.: CheRo, with the participation of the publishing house “Urayt”, 2001.

D. V. Kolesov. Introduction to general psychology.

Tutorial

. – M.: Publishing house of the Moscow Psychological and Social Institute;

Voronezh: Publishing house NPO "MODEK", 2002.

M. V. Gamezo, I. A. Domashenko. Atlas on psychology. Information and methodological manual for the course “Human Psychology”.

M.: Pedagogical Society of Russia, 2001.

P. P. Blonsky. Memory and thinking.

St. Petersburg: Peter, 2001. P. P. Blonsky. Selected psychological works. – M.: 1964. L. S. Vygotsky. Collection cit.: In 6 volumes.-M.: 1982. -T. 12.

V. P. Zinchenko, E. B. Morgunov.

A developing person: Essays on Russian psychology. – M.: 1994.

L. Levy-Bruhl. Primitive thinking. - M.-Ya.: 1932.

B. M. Teplov. Problems of individual differences. - M.: 1961.

M. G. Yaroshevsky Psychology in the 20th century, 2nd ed. - M.: 1974.

M. N. Nechaeva. A variety of types of thinking and the main stages of its development.

Ability to navigate modern world, his... development logical thinking junior schoolchildren. Subject of research: classes in the “Informatics” circle as means development logical thinking ...

1. Development thinking in older preschool age

   Coursework >> Psychology

   About the prerequisites development this type thinking. The word begins to be used as an independent word means thinking as...

2. Thinking and him development

   Coursework >> Psychology

   Strength and main factor development thinking. Exceptionally powerful means formation thinking, therefore, is... powerful means development thinking is a practical action. In the future, when developed thinking, already the thought becomes means ...