Visual-figurative memory is the preservation and reproduction of images, previously perceived objects or phenomena of reality, smells, sounds, tastes.

a) The leading role in the life orientation and professional activities of most specialists is played by visual and auditory memory.

b) Verbal-logical memory occupies a leading place among the various types of memory. The content of verbal-logical memory is thoughts embodied in a linguistic form.

c) Emotional memory is the memory of experienced feelings. The importance of this type of memory for self-regulation of human behavior is great. Feelings experienced and stored in memory act as signals, either inciting to action, or holding back from actions that caused negative experiences in the past. Emotional memory is distinguished by a significant strength of traces.

II. Memory processes

The following memory processes are distinguished: imprinting, preservation, reproduction and forgetting.

a) imprinting(remembering) - fixing the new by linking it with the previously acquired.

b) Preservation- maintaining the captured material for a more or less long time in a form available for reproduction.

in) Playback- actualization of material previously fixed in memory by extracting it from long-term memory and transferring it to short-term memory.

G) Forgetting- complete loss or inability to recall material previously imprinted in memory.

III. The qualities of memory

Individual differences in memory processes appear in the form of memory qualities: volume, speed, strength, readiness.

a) Memory- the number of objects recalled immediately after their perception (the amount of short-term memory; the amount of long-term memory).

b) Memory speed- is measured by the amount of time or the number of repetitions required by a given subject to memorize a certain material.

in) Strength - retention of memorized material and the rate of its forgetting.

G) Memory readiness It is expressed in the extent to which a person can easily and quickly recall what he needs at the right time.

e) motor memory- this is the memorization, preservation and reproduction of various movements and their systems. The significance of this type of memory lies in the fact that it serves as the basis for the formation of practical and labor skills.

Arbitrary and involuntary memory differ in purposes and methods of memorization and reproduction.

involuntary memory characterized by the absence of a conscious goal to remember what is happening or what is seen. Memorization is carried out as if by itself, without special volitional efforts.

For arbitrary memory purposeful memorization or reproduction of material is characteristic.

According to the duration of the preservation of impressions, memory is divided into short-term and long-term.

short term memory characterized by a short preservation of traces.

long term memory characterized by a significant duration and durability of the perceived material.

FEATURES OF THINKING

Thinking- this is the process of reflection in the human mind of complex connections and relationships between objects and phenomena of the objective world.

I. Distinguish between productive and reproductive thinking.

Productive - it's creative thinking. The need for it arises whenever a person is faced with the need to solve non-trivial problems, finds himself in new conditions.

Reproductive - thinking, which is used in solving problems of a known type and suggests the use of ready-made rules and programs for transforming the material.

Mental activity includes the operations of comparison, analysis, synthesis, abstraction, concretization and generalization.

Analysis - this is the selection in the object of one or another of its sides, elements, properties, connections, relations.

Synthesis - unification of the components of the whole selected by the analysis.

Abstraction - a mental operation based on highlighting the essential properties and relationships of an object and abstracting from other, non-essential ones.

THINKING

Visual- Depth of thinking

Figurative Generalization

How we solve life and learning problems depends on many factors. As part of the project "", prepared jointly with the Charitable Foundation of Sberbank "Investment in the Future", psychologist Sergey Yagolkovsky spoke about how our knowledge and experience can affect the thought process during training.

Productive thinking plays a very important role in the learning process. What is productive thinking? This is such a thought process, as a result of which some very valuable, important results appear. It can be ideas, innovations, a new state or a person's worldview. That is, it is thinking that changes something, produces something. And, being tied to the learning process, say, at school, it must be said that productive thinking is largely tied to how the student understands the task.

In the psychology of thinking, the objective and subjective structure of the task is distinguished. The objective structure is what is given in the conditions of the problem: what target situation is required as a result of solving this problem, what means are given to solve it. But with the subjective structure, everything is a little more complicated. This is how a person sees the task within himself. We know from our own experience that it happens that a student immediately grasps the conditions of a problem and then quickly solves it. And there is a slightly different situation when it is difficult to understand the conditions of the problem or the student does not understand the problem quite correctly. This is very important and largely determines the effectiveness of productive thinking.

In the research of productive thinking, there are several mainstream approaches, one of which is the so-called Gestalt approach to understanding thinking. It is represented in the works of well-known classics such as Karl Dunker, Max Wertheimer, Wolfgang Köhler. They understood productive thinking primarily in the context of emergence, when a person, as it were, illuminates and as a result of this, a solution to the problem appears. The state of insight they considered the quintessence, the most important element of a productive thought process. But with all this, they also saw a number of problems associated with productive thinking. One of the most important problems is functional fixity, which constantly pushes us to think in stereotypes, look at the world through the usual prism and does not give anything new. This stereotypical thinking is connected with our habit of seeing a certain functional purpose of some object given to us. Let's say, if we see a shovel, then this shovel must certainly dig. But we do not fixate on other possible uses. For example, using its shaft as an electrical insulator, when we need to separate two bare electrical wires so that a short circuit does not occur. A wooden shaft can handle this perfectly.

In Gestalt psychology, numerous studies have been carried out confirming the importance of the state of insight. One such example is Wolfgang Köhler's well-known experiment with chimpanzees. The monkey was placed in a cage and not fed for some time. After that, a branch of tasty, juicy bananas was placed at some distance from the cage. The poor hungry monkey, of course, wanted to reach for the bananas, but she couldn't: the bars of the cage got in the way. The only object that was within her reach was a meter stick. The monkey was furious for a long time, jumping, trying to gnaw the bars of the cage, break them, got angry, but without this stick, she could not get the bananas. Eventually, it dawned on her. She had an insight, as a result of which she guessed that her paws could be lengthened with this stick, get bananas, move them towards her and eat them. Thus, she solved this problem, as if discovering for herself a completely new, unknown way of solving it. This is insight in the full sense, in a vivid form.

Carl Dunker, a very famous researcher of productive thinking, put insight at the heart of his theory, the basis of understanding productive thinking. Insight is good, it helps. But, according to Karl Dunker, there are a number of negative factors that prevent this insight from manifesting itself and make productive thinking less effective, and sometimes block it altogether. These Gestalt approaches to the study and understanding of productive thinking are based on the concept of insight as an unexpected insight that suddenly gives rise to knowledge from ignorance. So what is insight? This is when five minutes or a few moments ago we did not yet know that the problem could be solved, did not know how to solve it, and suddenly it dawns on us. And we already intuitively feel, and then for ourselves we structure, understand and, perhaps, verbalize the process of solving it. Insight - absolutely cool thing - illuminates us. The only problem is that the mechanism itself, the principle itself, the fabric of this insight is not completely clear. And this process is quite difficult to influence.

In this regard, I would like to mention a slightly different approach to understanding thinking, which in many cases also explains very well how new solutions, ideas, inventions are born. This approach was proposed by Otto Selz, a representative, a follower of the well-known Wurzburg school in the psychology of thinking. Unlike Gestalt psychologists, he believed that all our thinking is based on the knowledge and experience that we have. Moreover, he proposed several specific mechanisms, methods of mental activity that can lead to some productive interesting solutions. One of the simplest is an already proven method for solving a problem, which can be applied to another situation. For example, if at school in a lesson a teacher gives students in the lower grades a task: “Mom went to the market, bought five kilograms of apples and cooked compote from two kilograms. How many apples are left? It shows that you need to subtract two from five and you get three. The kids understand this, and they are given a very similar task at home with a similar solution principle: “Dad bought fifteen kilograms of pears, and mother made jam from seven kilograms. How many pears are left? It is quite clear how to solve this problem. It is necessary to apply the already known method of solving it. This is a very simple situation. And it is easy to see that there is very little novelty and productivity here. Although it is, because the situation is different.

A more difficult case is when the method of solving the problem is unknown to its solver. Let's take another example from another area. A ten-year-old schoolboy is faced with a normal life situation when someone close to him was offended. And he does not know how to establish and restore relations with this person. He tries this way and that, but he fails. And if this is a smart child, he begins to analyze the situation and look for possible ways to solve it. And he recalls that five years ago he witnessed a situation in the family, when either mom said a rude word to dad, or vice versa, and the second parent was offended. The parents sulked at each other, and eventually one of them came up and said: "I'm sorry, please, let's make up with you." The second parent broke into a smile, and then everything was fine. This child, solving an actual problem, analyzed the past experience and suddenly remembered a certain situation that had once been completely unclear. He remembered it from a different perspective, extracting, pulling out of it the principle of the solution. As you can see, this solution method is completely different. It involves the active mental activity of a person when you need to analyze your past experience, existing knowledge and pull out a principle from there that was still unknown. This is the second level of problem solving.

And finally, Otto Selz came up with an even more sophisticated method that works great for productive thinking as well. I will illustrate it for you on a fairly well-known example with Benjamin Franklin - this is the former president of America, who in his younger years was engaged in scientific research. For a long time he struggled with the problem, which at that time was of great concern to all mankind: how to channel the powerful energy of lightning so that it would not hit ships, carts, buildings, houses; how to protect people from this powerful energy? No one could solve this problem, and neither did he. He fought and suffered until one day he witnessed a very simple and rather banal situation. He saw a father and son flying a kite in the meadow. He looked at the kite as if it were an object that hovered high in the sky and was connected by a thread to a person standing on the ground. And suddenly it dawned on him. He realized that the solution to the problem that worries mankind is to bring some highly conductive object into the sky and connect it to the earth. That is, this kite prompted him to a cool engineering solution, and as a result, the well-known lightning rod appeared. This is a more complex case, when the principle of solving the problem is not presented in finished form in the head of a person. He is not in past experience, but is presented in some kind of current situation, when random circumstances can lead to a brilliant solution.

These problem solving methods proposed by Zelts can be used quite effectively in educational practice. Of course, as it is easy to see, the most developing method is the latter, which involves the random linking of situations and extraction, the selection of the basic principle for solving an actual problem from a picture or situation presented by fate. But the second method is also excellent, because it develops the student's ability to analyze his own experience, some life situations in which this student found himself, and find a solution to the problem there. And the first, simplest method is also good - probably at the elementary school stage, when students must learn to apply the method explained by him and tested to a completely different class of situations. All three of these methods are good, and if used correctly, they will certainly play to the benefit of the effectiveness of the educational process in the school. These two main approaches to research - the Gestalt approach and the approach of Otto Selz - each in their own way describe the specifics of the thought process. In scientific and psychological literature, they are in many respects even opposed to each other. But, as is easy to see, both of these approaches can bring a lot of interesting and new things to the educational process and, of course, can be used both in solving problems and in developing creative, productive thinking.

The experience of multiple effective actions of a person in various specific situations leads to the formation of neuronal models of these situations in his central nervous system. As long as the information coming into the brain is in accordance with these neural models, the response of a person can remain standard. Mental activity, conditioned by stimuli of this kind, is reduced to the reproduction, reproduction of the same habitual thoughts, thoughts-stamps, thoughts-conditioned reflexes. In this case, one speaks of reproductive thinking.

However, a person constantly has to meet with circumstances that are new to him, and, at the same time, require active action from him. Such situations in which a person must act, although the way of action is unknown to him, are called problem situations. For example, for a pupil, a student, a problem situation in the learning process arises, in particular, whenever he encounters a problem, the way of solving which he still does not know.

To overcome a problematic situation, reproductive thinking is not enough. A qualitatively different mental activity is needed, which should lead to the emergence of new ideas, to finding an adequate mode of action, new for a given individual, within a limited time frame. Thinking, the result of which is the emergence in the mind of a person of an idea that is new to him, is called productive thinking.

- The concept of "productive thinking", apparently, can be considered as a synonym for the term "creative thinking"?

It is possible, however, the words "creativity", "creative" are usually used to denote mental activity, "generating something new, never before". Another definition: "Creativity is a spiritual activity, the result of which is the creation of original values, the establishment of new, previously unknown factors, properties and patterns of the material world and spiritual culture" . In the above definitions, one can notice the social aspect of the concept of “creativity”: creativity, creative thinking results in the creation of ideas or material values ​​in which they are embodied, new to humanity or, at least, to a significant part of it. Thus, thinking is recognized as creative only when it leads to a result that is new for other people. For productive thinking, however, the novelty of the product of mental activity is sufficient only for the person carrying out this activity. Got a significant difference?

- Yes, it is quite. But why then are creative and productive thinking often identified?

From the point of view of psychophysiology. Because all the processes that take place in the brain of a given individual during creative and productive thinking are the same.

- Yes, of course, you could guess yourself. A person, getting a new result for him, does not know that it is new only for him.

Quite right.

Let's go further. Research by Soviet psychologists has established that the participation of the emotional sphere is a necessary attribute of productive thinking. Emotional tension arising at certain moments of mental activity provides a sharp increase in its intensity. The functional purpose of emotions associated with cognitive activity (gnostic emotions), wide activation of the cerebral cortex. When developing new ideas for a given person, new forms of behavior, a new mode of action, new neural connections should be formed. Which nerve cells will participate in this will be revealed only after these models arise, that is, after the completion of productive mental activity, as a result of overcoming the problem situation. Therefore, in the process of productive thinking, through emotional activation, almost the entire brain is involved.

- That is, productive thinking and emotions are “tightly” connected?

Yes, and this is not a hypothesis, but a well-established fact. Convincing evidence of the participation of emotions in creative thinking was obtained by O.K. Tikhomirov and his collaborators.

- I wonder how you can determine whether emotions are involved in thinking or not? If only visually, then this is not a scientific fact, but a subjective point of view.

There is a traditional method for registering the occurrence of emotional stress in a person - a change in the electrical resistance of the skin. They were used by the researchers. At the moment of receiving or realizing information that is unexpected for a person, requires him to take immediate action, or at least worries him a lot, there is a sharp decrease in skin resistance and a change in skin potential. This electrical activity of the skin, associated with mental activity, was discovered as early as 1888-1890 by Feret and Tarkhanov independently and was called the galvanic skin response (GSR).

OK. Tikhomirov and his collaborators recorded GSR in the process of mental activity related to solving chess problems. It was found that GSR occurs (with a delay of up to several seconds) at the moment when the course of a person’s thought abruptly changes direction, when the subject has a feeling that he has found a promising approach to solving the problem. Numerous experiments have shown that in the process of solving a chess problem unfamiliar to the subject, in all cases when he manages to find a solution, at least one drop in the electrical resistance of the skin is observed. Often, during the search for a solution, the RGR was observed several times. Synchronous recording of verbal reasoning accompanying the decision, and registration of sequences of fixation points on the chessboard during position analysis, made it possible to unambiguously link the moments of GSR appearance with sharp changes in the train of thought of the subject, that is, with the moments when the thought begins to work in a new, unexpected for him direction itself.

creative graphics design training

Human thinking includes mental operations of various types and levels. First of all, their cognitive significance can be quite different. Many scientists distinguish different levels of thought depending on any forms, features, criteria, etc.

In the psychological literature, three types of thinking in its elementary forms are distinguished, and several “paired” classifications are also used. In general, the relationship between different types of thinking has not yet been identified. However, the main thing is clear: the term "thinking" in psychology refers to qualitatively heterogeneous processes.

Thus, it is possible to distinguish the classification of types of thinking according to different criteria. The given classification is allocated conditionally and is not complete. Since all of the listed types of thinking in humans coexist in complex relationships and can be represented in the same activity (see Fig. 1). However, depending on its nature and ultimate goals, one or another type of thinking dominates. According to the degree of their complexity, according to the requirements that they place on the intellectual and other abilities of a person, all these types of thinking are not inferior to each other.

Rice. one

As shown in fig. 1, in thinking as in the process of generalized and mediated cognition of reality, its productive and reproductive components are intertwined in a contradictory dialectical unity, and their share in a particular mental activity can be different. Under the influence of the ever-increasing demands of life on its creative component, it became necessary to single out special types of thinking - productive and reproductive.

It should be noted that in Soviet literature there is an objection to the allocation of such species, since any process of thinking is productive. However, most psychologists who study thinking consider it appropriate to distinguish these types (P.P. Blonsky, N.A. Menchinskaya, Ya.A. Ponomarev, O.K. Tikhomirov).

In the literature, these types (sides, components) of mental activity are called differently. As synonyms for the concept of "productive thinking" they use the terms: creative thinking, visual-figurative, independent, heuristic, creative, artistic, lateral, unconventional. Synonyms for reproductive thinking are the terms: reproducing (non-creative) thinking, verbal-logical, visual-effective, rational, receptive, discursive, template, etc. In this work, the terms productive and reproductive thinking are used.

Productive thinking is characterized by a high degree of novelty of the product obtained on its basis, its originality. This thinking appears when a person, having tried to complete a task based on its formal logical analysis with the direct use of methods known to him, is convinced of the futility of such attempts and he has a need for new knowledge that allows him to complete the task: this need ensures high activity. subject performing the task. Awareness of the need itself speaks of the creation of a problem situation in a person.

Finding what is sought presupposes the discovery of signs unknown to the subject, essential for fulfilling the task of relations, regular connections between signs, those methods and techniques by which they can be found. A person is forced to act in conditions of uncertainty, to outline and try a number of possible options for implementation, to make a choice between them, sometimes without having sufficient grounds for this. He is looking for a key to a solution based on hypotheses and their testing, i.e. methods rely on a certain foresight of what can be obtained as a result of transformations. An essential role in this is played by generalizations, which make it possible to reduce the amount of information on the basis of the analysis of which a person comes to the discovery of new knowledge, to reduce the number of operations carried out in this case, "steps" to achieve the goal.

As emphasized by L.L. Gurov, it is very fruitful in finding a way to solve a problem when performing tasks is its meaningful, semantic analysis, aimed at revealing the natural relations of objects in a task. In it, an essential role is played by the figurative components of thinking, which allow you to directly operate with these natural relations of objects. They represent a special, figurative logic, which makes it possible to establish connections not with two, as in verbal reasoning, but with many links of the analyzed situation, to act, according to L.L. Gurova, in multidimensional space.

In studies conducted under the direction of S.L. Rubinstein puts forward "analysis through synthesis" as an effective technique used in productive thinking. On the basis of such an analysis, the desired property of an object is revealed when the object is included in the system of connections and relations in which it more clearly reveals this property. The found property opens a new circle of connections and relations of the object with which this property can be correlated. Such is the dialectic of creative cognition of reality.

In this process, as many researchers note, there is often an outwardly sudden vision of a solution - insight, "aha-experience", and it often occurs when a person was not directly involved in solving a problem when performing a task. In reality, such a decision is prepared by past experience, depends on the previous analytic-synthetic activity and, above all, on the level of verbal-logical conceptual generalization reached by the decisive one. However, the process of searching for a solution to a large extent is carried out intuitively, under the threshold of consciousness, not finding its adequate reflection in the word, and that is why its result, "breaking through" into the sphere of consciousness, is recognized as an insight, supposedly not related to the activity previously carried out by the subject. aimed at discovering new knowledge.

Although thinking as a process of generalized and mediated cognition of reality always includes elements of productivity, its share in the process of mental activity can be different. Where the share of productivity is high enough, one speaks of productive thinking proper as a special kind of mental activity. As a result of productive thinking, something original arises, fundamentally new for the subject, i.e., the degree of novelty here is high. The condition for the emergence of such thinking is the presence of a problem situation that contributes to the awareness of the need to discover new knowledge, stimulating the high activity of the subject solving the problem.

The novelty of the problem dictates a new way to solve it: spasmodicity, the inclusion of heuristic, "exploratory" tests, the great role of semantics, meaningful analysis of the problem. In this process, along with verbal-logical, well-conscious generalizations, intuitive-practical generalizations are very important, which at first do not find their adequate reflection in the word. They arise in the process of analyzing visual situations, solving specific practical problems, real actions with objects or their models, which greatly facilitates the search for the unknown, but the process of this search itself is outside the clear field of consciousness, it is carried out intuitively.

Weaving into conscious activity, being sometimes extended, in time, often very long, the process of intuitive-practical thinking is realized as an instant act, as an insight due to the fact that the result of the decision first “breaks through” into consciousness, while the path to it remains outside. it is realized on the basis of subsequent more detailed, conscious mental activity.

As a result of productive thinking, the formation of mental neoplasms occurs - new communication systems, new forms of mental self-regulation, personality traits, her abilities, which marks a shift in mental development.

So, productive thinking is characterized by the high novelty of its product, the originality of the process of obtaining it, and, finally, a significant influence on mental development. It is a decisive link in mental activity, as it provides a real movement towards new knowledge.

From a psychological point of view, there is no fundamental difference between the productive thinking of a scientist who discovers objectively new laws of the world around us that are not yet known to mankind, and the productive thinking of a student who makes a discovery of something new only for himself, since the basis is general mental laws. However, the conditions for the search for new knowledge are different for them, as is the level of mental activity leading to discovery.

In order to somehow designate these differences, most researchers prefer to use the term "productive thinking" in relation to this type of thinking of schoolchildren, and the term "creative thinking" denotes the highest stage of mental activity carried out by those who discover fundamentally new knowledge for humanity, create something original, unparalleled.

Psychologists have spent a lot of effort and time to find out how a person solves new, unusual, creative tasks. However, there is still no clear answer to the question of the psychological nature of creativity. Science has only a few data that make it possible to partially describe the process of solving such problems by a person, to characterize the conditions that facilitate and hinder finding the right solution.

One of the first who tried to formulate creative thinking was J. Gilford. He believed that the "creativity" of thinking is associated with the dominance of four features in it:

A. Originality, non-triviality, unusualness of the ideas expressed, a pronounced desire for intellectual novelty. A creative person almost always and everywhere seeks to find his own solution, different from others.

B. Semantic flexibility, i.e. the ability to see an object from a new angle of view, to discover its new use, to expand the functional application in practice.

B. Image adaptive flexibility, i.e. the ability to change the perception of an object in such a way as to see its new sides, hidden from observation.

D. Semantic spontaneous flexibility, i.e. the ability to produce a variety of ideas in an uncertain situation, in particular one that does not contain guidelines for these ideas.

Subsequently, other attempts were made to define creative thinking, but they brought little new to its understanding, which was proposed by J. Gilford.

E. Bono offers a different interpretation of creative thinking. He presents it as a special kind of non-template (lateral)

thinking that aims at new ideas. In some cases, the results of out-of-the-box thinking are ingenious creations, in others they are nothing more than a new way of looking at things, and therefore something less significant than genuine creativity. In most cases, creative thinking needs talent to manifest itself, while out-of-the-box thinking is available to anyone who is interested in getting new ideas.

E. Bono also divides stereotyped and non-standard thinking as productive and reproductive. He argues that the difference between the two is that in pattern thinking, logic governs the mind, while in non-pattern thinking, it serves it.

Creative thinking is characterized by the fact that it gives new, hitherto unknown results. At the same time, the opinion is expressed that the novelty of the products of thinking is a necessary but insufficient indicator of creative thinking. Thus, the question of new definitions of the difference between creative and non-creative thinking arises. A distinction is often made between these thought processes: non-creative (schematic) thinking is expressible with the help of an algorithm, while creative thinking is non-algorithmic.

However, most psychologists consider it appropriate to single out the types of thinking - productive and reproductive.

Characterized by less productivity, reproductive thinking, nevertheless, plays an important role in both cognitive and practical human activities. On the basis of this type of thinking, the solution of problems of a structure familiar to the subject is carried out. Under the influence of the perception and analysis of the conditions of the task, its data, the desired, functional links between them, previously formed systems of links are updated, providing a correct, logically justified solution to such a task, its adequate reflection in the word.

Reproductive thinking is of great importance in the educational activities of schoolchildren. It provides an understanding of new material when it is presented by a teacher or in a textbook, the application of knowledge in practice, if this does not require their significant transformation, etc. The possibilities of reproductive thinking, first of all, are determined by the presence of an initial minimum of knowledge in a person; research is easier to develop than productive thinking, and at the same time plays a significant role in solving new problems for the subject. In this case, it appears at the initial stage, when a person tries to solve a new problem for him using methods known to him and is convinced that familiar methods do not ensure his success. Awareness of this leads to the emergence of a "problem situation", i.e. activates productive thinking, which ensures the discovery of new knowledge, the formation of new systems of connections, which later will provide him with the solution of similar problems. As already noted, the process of productive thinking is spasmodic, part of it is carried out subconsciously, without adequate reflection in the word. First, its result finds expression in the word ("Aha! Found! Guessed!"), And then - the path to it.

Awareness of the solution found by the subject, its verification and rationale are again carried out on the basis of reproductive thinking. Thus, real activity, the process of independent cognition of the surrounding reality, is the result of a complex interweaving, interaction of reproductive and productive types of mental activity.

Productive thinking is thinking in the course of which new knowledge arises. It can be described as a type of thinking that gives a new end product, which ultimately affects mental development. It is productive thinking that allows not only to quickly and deeply assimilate knowledge, but also to be able to apply it in new conditions.

Productive and reproductive thinking

Unlike productive thinking, the reproductive type is responsible only for the assimilation of information and the ability to reproduce them in approximately similar conditions. Despite the fact that this type of thinking will not allow you to make a discovery or bring something new, it is very important, because without it it is difficult to get the initial knowledge base.

It is very simple to distinguish productive thinking from reproductive thinking: if the result is some new mental product, then thinking is productive. If, in the process of thinking, new knowledge is not formed, but only the process of reproducing knowledge takes place, then thinking is reproductive.

Development of productive thinking

In order to develop productive thinking, you first need to think concretely. Compare: "I will lose weight" and "I will not eat after six." If the first statement is generalized and most likely will not lead to anything, then the second one speaks of a specific intention and is productive.

It is important to accustom yourself to giving up empty thoughts: memories, negativity, experiences for no reason. Starting to think, think about where this thought will lead you. If it's pointless, you're just wasting your time. This filter should be applied not only to your thoughts, but also to your conversations, as well as to communication and life in general. Do not communicate with people because there is nothing to do and do not read books that will not teach you anything. Pay attention to more important activities that will bring you some benefit.

To develop productive thinking as the basis of a productive lifestyle, you should have a schedule for each day. This will allow you not to waste time and discipline yourself. It is advisable to communicate with those people who are developed and highly organized - you can learn from them the most important qualities.

Tasks that involve productive thinking

Your work necessarily involves productive thinking. Indeed, in this vein, you can achieve much more striking results. Think about whether you need to change something in this area? How should this be done? What tasks to solve? What are the first things to do? If during your reflections you stumble upon negative thoughts, be sure to turn them into positive ones. By approaching your working days in this way, you will improve your results.