According to the degree of deployment, they distinguish:

Discursive thinking is analytical thinking based on the logic of reasoning.

Intuitive thinking is based on direct sensory perceptions and direct reflection of the effects of objects and phenomena of the surrounding world.

By nature, they distinguish:

Theoretical thinking - thinking on the basis of theoretical reasoning and conclusions, this is the knowledge of laws and rules.

practical thinking- this is reasoning in solving practical problems, its goal is the development of means for the practical transformation of reality: setting a goal, creating a plan, project, scheme.

theoretical thinking, in turn is divided into conceptual and figurative.

Conceptual thinking is the kind of thinking that uses certain concepts. Conceptual thinking provides the most accurate and generalized reflection of reality, but this reflection is abstract.

Creative thinking is a type of thought process that uses images. These images are retrieved directly from memory or recreated by the imagination. Figurative thinking allows you to get a specific subjective reflection of the reality surrounding us.

Distinguish according to form such types of thinking as visual-effective, visual-figurative and abstract-logical (verbal-logical), these types of thinking can also be considered as levels of development.

Visual-effective (pre-conceptual) thinking- this is a special kind of thinking, the essence of which lies in the fact that the solution of the problem is carried out with the help of practical transformative activity carried out with real objects. This form of thinking is dominant in early childhood.

Visual-figurative thinking- this is a type of thinking in which the solution of a problem is carried out with the help of operations with images that arise in an immediate situation. The necessary images are presented in short-term and operative memory. This form of thinking is dominant in children of preschool and primary school age.

Verbal-logical thinking is a type of thinking in which the solution of a problem is carried out with the help of operations with concepts. It is dominant from adolescence.

abstract-logical- a more complex type of thinking, based on the allocation of essential properties and relationships of the subject and abstraction from non-essential ones.

Each of these types of thinking develops independently. Theoretical thinking is considered more perfect than practical, and conceptual thinking represents a higher level of development than figurative.

According to the degree of novelty and originality, they distinguish:

Reproductive thinking is based on the assimilation and operation of ready-made concepts, judgments, patterns and their application in a certain situation.

Productive thinking is thinking that creates something new for the subject. The process of thinking consists in finding means of solving the problem, taking into account the existing conditions. It lies at the heart of creativity.

Functions are distinguished:

Critical thinking - is aimed at identifying flaws in judgments.

Creative - associated with the discovery of fundamentally new knowledge.

Basic forms of thinking

1. Concept is a reflection of the general and essential properties of objects or phenomena. Types of concepts:

q General concepts- cover a whole class of homogeneous objects or phenomena that bear the same name. For example, the concepts of “chair”, “building”, “disease”, “person”, etc. The general concepts reflect the features that are characteristic of all objects that are united by the corresponding concept.

q Singular concepts- refers to one thing. For example, "Yenisei", "Venus", "Saratov", etc. Single concepts are a collection of knowledge about any one subject, but at the same time reflect properties that can be covered by another, more general concept. For example, the concept of "Yenisei" includes the fact that it is a river that flows through the territory of Russia.

2. Judgment- this is a form of thinking, in the process of which the connections between the objects of reality are affirmed or denied. For example, "This table is brown", "Metals expand when heated" - expresses the relationship between temperature changes and the volume of metals.

Judgments can be true(objectively true) and false(does not correspond to objective reality); general(when something is stated about all the subjects of the group, for example: "All students take exams during the session"), private(for example: “Some students are excellent students”) and single(e.g. "This student did not prepare well for the seminar.")

Judgment is based on the subject's understanding of the diversity of connections of a particular object or phenomenon with other objects or phenomena. Understanding is the ability to comprehend the meaning and significance of something. The concepts of "judgment" and "understanding" are not completely identical, but they are closely related to each other. If understanding is a faculty, then judgment is the result of that faculty.

3. Inference is the highest form of thinking and represents the derivation of a new judgment from one or more judgments. The initial judgments from which the conclusion is drawn are called parcels.

Inferences can be:

q Inductive- reasoning goes from single factors to a general conclusion.

q deductive- the reasoning goes from general factors to particular conclusions.

q by analogy- the conclusion is made on the basis of partial similarities between phenomena. For example: during the day it is light, and at night it is dark.

Inference as a form of thinking is based on concepts and judgments and is most often used in the processes of theoretical thinking.

Word " intelligence” comes from the Latin intellectus, translated into Russian meaning “understanding”, “understanding”, “comprehension”. There are two main interpretations of intelligence today: a broader one and a narrower one. In a broader sense, intelligence is a global integral biopsychic feature of a person that characterizes his ability to adapt. Another interpretation of intelligence, narrower, combines in this concept a generalized characteristic of a person's mental abilities.

The main types of mental operations

The main types of mental operations include: comparison, analysis and synthesis, abstraction and concretization, induction and deduction.

Analysis- this is a mental dismemberment of something into parts or a mental selection of individual properties of an object.

The essence of this operation is that, perceiving any object or phenomenon, we can mentally select one part from another in it, and then select the next part, etc. Thus, we can find out what parts it consists of what we perceive. Therefore, analysis allows us to decompose the whole into parts, that is, allows us to understand the structure of what we perceive.

Synthesis- this is a mental combination of parts of objects or phenomena into a single whole, as well as a mental combination of their individual properties.

Being inherently opposite operations, analysis and synthesis are in fact closely related. They are involved in every complex thought process. For example, when you, knowing English poorly, hear a conversation in this language, you first of all try to highlight familiar words in the sounded phrase, and only then perceive less familiar words and then try to comprehend them. This is the function of analysis. However, at the same time, you are trying to put together the meaning of the words you heard and make a meaningful phrase. In this case, you use another mental operation - synthesis.

Abstraction- this is a mental distraction from any parts or properties of an object in order to highlight its essential features. Abstraction is widely used by us in the formation and assimilation of new concepts, since the concepts reflect only the essential features common to a whole class of objects. For example, when we say "table", we represent a certain image of a whole class of objects. This concept combines our ideas about different tables. In order to form this concept, we had to abstract from a number of particular properties and features that are characteristic only for a particular object or a separate group of objects, which are determined by the concept we have formed.

Generalization It is a grouping of similar objects according to their common features. Any concept that people use is a generalization.

Specification- a process opposite to abstraction, this is the representation of something single, which corresponds to a particular concept or general position. Essentially, concretization always acts as an example or as an illustration of something in common.

Comparison- the operation of establishing similarities and differences between objects and phenomena of the real world. Recognition of the similarity or difference between objects depends on what properties of the compared objects are essential for us. The success of the comparison depends on how correctly the indicators for comparison are chosen.

Classification - this is a derivative of comparison, it is a more complex operation of establishing the similarity and difference between the main and secondary features of objects and phenomena. Thanks to this, it is further possible to combine objects into related groups based on the similarity of the main features: species, genera, classes, etc.

Induction- this is a conclusion, which is a transition from special cases to a general position.

Deduction- this is a conclusion, which is a transition from the general to the particular.

Solving complex mental problems and creative thinking

The process of thinking begins with a problematic situation that needs to be solved, and, therefore, with the formulation of a question that arises every time we do not understand something.

To solve a complex mental problem, it is necessary to skillfully choose ways to solve the problem. In some cases, we do not experience difficulty in solving a particular mental problem or practical problem. But it often happens that we do not have the necessary knowledge or information to answer the question. Therefore, in order to solve a complex mental problem, a person must be able to find the necessary information, without which it is impossible to solve the main task or problem. In this case, a person, using the possibilities of his thinking, first answers intermediate questions and only then solves the main question. Gradually replenishing the missing information, we come to the solution of the main problem or question of interest to us.

When we don't have the information we need to solve a problem, we usually make a guess. An assumption is a conclusion that is based on indirect information and our guesses, when we do not have all the knowledge or sufficient information necessary to correctly solve a mental problem.

Practice is the most objective proof of the truth of inferences. A significant role in solving complex intellectual problems is played by the skillful use of various techniques. So, when solving problems, we often use visual images. Another example is the use of typical techniques in solving typical problems.

In a detailed thought process, several stages or phases can be distinguished:

1. Awareness of the problem situation.

2. Separation of what is known and what is not known. As a result, the problem turns into a task.

3. Limitation of the search area.

4. Constructing a hypothesis as an assumption about how to solve problems.

5. Implementation of the hypothesis.

6. Testing the hypothesis. If the test confirms the hypothesis, the solution is implemented.

However, there are cases when a person with highly developed thinking tries to solve problems that are not similar to any of the known ones, that do not have a ready-made solution. To solve such problems, we must turn to the capabilities of our creative thinking.

One of the first who attempted to answer the question of what creative thinking is, was J. Gilford. In works devoted to creativity (creative thinking), he outlined his concept, according to which the level of development of creativity is determined by the dominance of four features in thinking. First, this originality and uniqueness expressed ideas, the desire for intellectual novelty. A person capable of creativity almost always and everywhere strives to find his own solution.

Secondly, a creative person is distinguished semantic flexibility, i.e., the ability to see an object from a new angle of view, the ability to discover the possibility of a new use of this object.

Thirdly, in creative thinking there is always such a feature as shaped adaptive flexibility, i.e., the ability to change the perception of an object in such a way as to see its new, hidden sides.

Fourth, a person with creative thinking is different from other people. the ability to produce a variety of ideas in an uncertain situation, in particular, in one that does not contain prerequisites for the formation of new ideas. This ability of creative thinking was called by J. Gilford semantic spontaneous flexibility.

Subsequently, other attempts were made to reveal the nature of creativity. In the course of these studies, conditions conducive to the manifestation of creative thinking were identified. For example, when faced with a new task, a person seeks first of all to use the method or method that was most successful in previous experience. Another equally significant conclusion that was made in the course of research on creative thinking is the conclusion that the more effort was spent on finding a new way to solve a problem, the higher the likelihood that this method will be applied to solve another, new mental problem. . At the same time, this pattern can lead to the emergence of a stereotype of thinking that prevents a person from using new, more appropriate ways to solve a problem. Therefore, in order to overcome the stereotypical thinking, a person must generally give up trying to solve the problem, and then after a while return to it, but with the firm intention of solving it in a new way.

In the course of the study of creative thinking, another interesting pattern was revealed. Frequent failures in solving mental problems lead to the fact that a person begins to be afraid of meeting with each new task, and when faced with a problem, his intellectual abilities are not able to manifest themselves, as they are under the yoke of a person’s disbelief in their own strengths. For the manifestation of the intellectual abilities of people, a sense of success and a sense of the correctness of performing a particular task is necessary.

A number of studies have found that efficiency in solving mental problems is achieved in the presence of appropriate motivation and a certain level of emotional arousal. Moreover, this level for each person is purely individual.

Thinking- socially determined, inextricably linked with speech, the mental process of searching for and discovering something new, i.e. the process of generalized and indirect reflection of reality in the course of analysis and synthesis.

Thinking as a special mental process has a number of specific characteristics and features.

The first such sign is generalized a reflection of reality, since thinking is a reflection of the general in objects and phenomena of the real world and the application of generalizations to individual objects and phenomena.

The second, no less important, sign of thinking is indirect knowledge of objective reality. The essence of indirect knowledge lies in the fact that we are able to make judgments about the properties or characteristics of objects and phenomena without direct contact with them, but by analyzing indirect information.

The next most important characteristic feature of thinking is that thinking is always associated with the decision of one or another tasks, arising in the process of cognition or in practical activity. The process of thinking begins to manifest itself most clearly only when a problem situation arises that needs to be solved. Thinking always starts with question, the answer to which is purpose thinking

An exceptionally important feature of thinking is the inextricable connection with speech. The close connection between thinking and speech finds its expression primarily in the fact that thoughts are always clothed in speech form. We always think in words, that is, we cannot think without uttering the word.

Types of thinking.

There are the following types of thinking:

- Visual-effective - here the solution of the problem is carried out with the help of a real transformation of the situation on the basis of a motor act. Those. the task is given visually in a specific form and the way to solve it is a practical action. This type of thinking is typical for a child of preschool age. This kind of thinking also exists in higher animals.

Visual-figurative - a situation necessary for solving a problem, a person recreates in a figurative form. Begins to form at the senior preschool age. In this case, in order to think, the child does not have to manipulate the object, but it is necessary to clearly perceive or visualize this object.

- Verbal-logical(theoretical, reasoning, abstract) - thinking appears primarily in the form of abstract concepts and reasoning. Begins to develop at school age. Mastery of concepts occurs in the process of assimilation of various sciences. At the end of school education, a system of concepts is formed. Moreover, we use concepts that sometimes do not have a direct figurative expression (honesty, pride). The development of verbal-logical thinking does not mean that the previous two types do not develop or disappear altogether. On the contrary, children and adults continue to develop all kinds of thinking. For example, in an engineer, designer, visual-effective thinking achieves greater perfection (or when mastering new technology). In addition, all types of thinking are closely interconnected.

From the point of view of the originality of the tasks being solved, thinking can be: creative(productive) and reproducing (reproductive). Creative is aimed at creating new ideas, reproductive is the application of ready-made knowledge and skills.

Forms of thinking - concepts, judgments, conclusions.

concept- a thought that reflects the general, essential and distinctive features of objects and phenomena of reality (for example, the concept of "man"). Distinguish concepts worldly(acquired in practical experience) and scientific(acquired during training). Concepts arise and develop in the process of development of science and technology. In them, people record the results of experience and knowledge.

Judgment - reflection of connections between objects and phenomena of reality or between their properties and features.

inference- such a connection between thoughts (concepts, judgments), as a result of which we obtain another judgment from one or several judgments, extracting it from the content of the original judgments.

Thinking processes.

There are several basic mental processes (mental operations), with the help of which mental activity is carried out.

Analysis- mental division of an object or phenomenon into its constituent parts, the allocation of individual features in it. Analysis is practical and intellectual.

Synthesis- mental connection of individual elements, parts and features into a single whole. But synthesis is not a mechanical combination of parts.

Analysis and synthesis are inextricably linked and provide a comprehensive knowledge of reality. Analysis provides knowledge of individual elements, and synthesis, based on the results of analysis, provides knowledge of the object as a whole.

Comparison- comparison of objects and phenomena in order to find similarities or differences between them. Thanks to this process of thinking, we know most things, because. we cognize an object only by equating it with something or distinguishing it from something.

As a result of comparison in the compared objects, we highlight something in common. That. Thus, on the basis of comparison, a generalization is built.

Generalization - mental association of objects into groups according to those common features that stand out in the process of comparison. Through this process, conclusions, rules and classifications are made (apples, pears, plums - fruits).

Abstraction consists in the fact that, by isolating any properties of the object under study, a person is distracted from the rest. Concepts (length, breadth, quantity, equality, value, etc.) are created by abstracting.

Specification involves the return of thought from the general and abstract to the specific in order to reveal the content (give an example for the rule).

Thinking as a process of problem solving.

The need for thinking arises first of all when, in the course of life, a new problem appears before a person. Those. thinking is necessary in those situations in which a new goal arises, and the old methods of activity are no longer sufficient to achieve it. Such situations are called problematic . In a problem situation, the process of thinking begins. In the course of activity, a person encounters something unknown, thinking is immediately included in the activity, and the problem situation turns into a task that is realized by the person.

Task - the goal of an activity given in certain conditions and requiring the use of means adequate to these conditions for its achievement. Any task includes: goal, condition(known) desired(unknown). Depending on the nature of the ultimate goal, tasks are distinguished practical(aimed at transforming material objects) and theoretical(aimed at cognition of reality, for example, study).

The principle of solving the problem : the unknown is always connected with something known, i.e. the unknown, interacting with the known, reveals some of its qualities.

Thinking and problem solving are closely related to each other. But this connection is not unambiguous. Problem solving is carried out only with the help of thinking. But thinking is manifested not only in solving problems, but also, for example, for the assimilation of knowledge, understanding of the text, setting the task, i.e. for knowledge (mastery of experience).

Individual features of thinking.

The thinking of each person has some differences in certain properties.

Independence- the ability of a person to put forward new tasks and find the right solutions without resorting to the frequent help of other people.

Latitude- this is when a person's cognitive activity covers various areas (broad-minded).

Flexibility- the ability to change the solution plan planned at the beginning, if it no longer satisfies.

Rapidity- the ability of a person to quickly understand a difficult situation, quickly think and make a decision.

Depth- the ability to penetrate into the essence of the most complex issues, the ability to see a problem where other people do not have a question (you need to have a Newton's head to see a problem in a falling apple).

criticality- the ability to objectively evaluate one's own and other people's thoughts (not to consider one's thoughts absolutely correct).

Hello dear readers! The information that a person receives from reality helps him to imagine both the external and internal side of an object or phenomenon, remember objects, predict changes in them over time, mentally go to distant horizons. All this becomes possible with the help of the ability to think. Today I set myself the goal of talking about what types of thinking are in psychology, systematizing knowledge and putting together a complete picture.

Definition

Psychology defines thinking as a process of human cognitive activity, during which the connections and relationships between the phenomena of reality are consciously reflected.

Features of the way of thinking

There are only two of them, but they are very important for distinguishing the ability to think from other processes (perception, for example):

1. mediated character. What is meant by mediation? Thinking is always indirect knowledge: some properties through others, the unknown with the help of the known. It relies on data obtained empirically, as well as on previously acquired experience of theoretical knowledge.
2. Generalization. Cognition of the general and essential in the objects of reality is carried out due to the fact that all these objects are interconnected. The general manifests itself through the specific, cannot exist in isolation.

Forms of mental activity

Psychologists distinguish three main forms:

• concept,
• judgment,
• inference.

The concept reflects the main features of the subject, exists as the meaning of the word. It is abstract, generalized: we cannot see a cat at all, we cannot hear a sound at all, we cannot taste a taste at all. The concept cannot be grasped by the senses, but it can be imagined.

Judgment reflects the relationship between the objects of reality, their properties. It contains the affirmation or denial of some reflection on the subject and its features. Judgment reveals the essence of the concept. To understand a phenomenon means to be ready to express a correct judgment about it. For example, take the concept of "metal". "All metals conduct electricity" is a correct statement about him.

Inference is able to analyze several judgments and, on their basis, make a new one. For example, let's return to the concept of "metal". First judgment: "Silver is a metal." Second proposition: "All metals conduct electricity." Conclusion: "Silver conducts electricity."

This is how the forms of thinking in psychology are interconnected: one follows from the other.

Thinking and speech

The process of reflection is very closely related to perception, because it is formed on its basis. No less close is the connection of thoughts with speech. Speech is the main means of formulating, transmitting thoughts.

Despite the close relationship, thinking and speech in psychology are not identical. Thinking does not mean speaking inwardly. This can be tested: try to express the same idea in different words. It turns out? But it is not always easy (or even possible) to find the right words to accurately express a thought.

mental operations

Any mental activity is carried out due to the operations of thinking. In psychology, there are six of them:

1. Comparison.
   K.D. Ushinsky called this operation the basis for understanding any object: we know it only by comparing it with another or distinguishing it from another.
2. Analysis.
   The imaginary division of an object into several parts, the study of their properties.
3. Synthesis.
   The opposite operation, the task of which is to mentally combine disparate elements into a single one.
4. Abstraction.
   The selection of one essential feature in the process of analysis, its in-depth study without being distracted by all the others.
5. Generalization.
   Closely related to the previous operation: the features identified during abstraction are the basis for combining objects into groups.
6. Specification.
   An imaginary transition from the general to the particular, corresponding to this general.

How does the ability to think develop?

The ability to reflect the existing connections between objects of reality exists already in the first months of a child's life. Further, its development will depend on the life experience of a small person, his activities, mastery of speech, schooling.

In psychology, the development of thinking traditionally goes through the following stages:

1. The direct perception of objects by the child, operating with them in the first years of life provides a visual-effective form of thinking. The child at this stage thinks only about the subject of activity, stops thinking about it when the activity stops.
2. Mastering speech helps to move on to the generalization of things, as well as their properties. At first, the concepts that the child uses are only concrete in nature, but later the meanings begin to become more and more abstract.
3. At preschool age, the child actively begins to be interested in causes and consequences. He can compare objects, highlight their main features, use simple abstract concepts.
4. Younger school age leads to the fact that purposeful mental activity appears. Although the baby is increasingly using generalizing concepts, his thinking is still based on the idea, is figurative. Therefore, it is very important to observe the principle of visibility in teaching.
5. In middle and senior school age, the ability to think abstractly with the use of logical operations develops. This is facilitated by the assimilation of patterns characteristic of nature and society, the formation of a worldview. Of great importance is speech, with the help of which they learn to convey their thoughts clearly.

Different views on the nature of mental activity

How the ability to think works, what it is connected with, what place it occupies in cognition - these questions were of interest to many psychologists. In psychology, the concept of "thinking" was considered by almost every school through its own prism. The following theories are of particular interest to me:

1. Würzburg School. O. Kulpe and others considered the process of thinking as an internal act, an independent activity. They tore it away from other practical activities, language, as well as sensory perception.
2. The concept of intelligence J. Piaget. The researcher does not use the word thinking, replacing it with intellect. But he studied five stages of development of intellectual operations.
3. Ontogenetic theory of thinking. L.S. Vygotsky and his students considered the process of development of thinking as a result of the child's assimilation of historically developed mental operations. Remarkably, this process can be controlled.

Interestingly, even now psychology continues to be actively interested in the development of thinking. New concepts are being created. For example, D. Kahneman's theory of slow and fast types of thinking.

The degree of freedom is directly proportional to the breadth of human thinking. So I wish you to improve. As a task, I propose to build a logical chain: concept - judgment - conclusion. Write in the comments what judgments and conclusions you have about the word "friendship".

Sincerely, Alexander Fadeev.

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The variety of types of mental tasks determines the variety of not only mechanisms, methods, but also types of thinking. In psychology, it is customary to distinguish between types of thinking according to content: visual-effective, visual-figurative and abstract thinking; by the nature of the tasks: practical and theoretical thinking; according to the degree of novelty and originality: reproductive and creative (productive) thinking.

Visual-effective thinking lies in the fact that the solution of problems is carried out by real transformation of the situation and the performance of a motor act.

Visual-figurative thinking is based on the images of representations, the transformation of the situation into a plan of images. It is peculiar to poets, artists, architects, perfumers, fashion designers. The significance of this thinking lies in the fact that with its help the variety of characteristics of an object is reproduced more fully, unusual combinations of objects and their properties are established.

A feature of abstract (verbal-logical) thinking is that it occurs based on the concept, judgment, without using empirical data.

Theoretical thinking consists in the knowledge of laws, rules. It reflects the essential in phenomena, objects, relationships between them at the level of patterns and trends. Theoretical thinking is sometimes compared to empirical thinking. They differ in the nature of generalizations. So, in theoretical thinking there is a generalization of abstract concepts, and in empirical thinking - sensually given signs, identified by comparison. The main task of practical thinking is the physical transformation of reality. It can sometimes be more complicated than theoretical, because it often unfolds under extreme circumstances and in the absence of conditions for testing the hypothesis.

Some scientists, on the basis of three signs - the time of the process, structure (a clear division into stages) and the level of flow (knowledge or ignorance) - distinguish between intuitive and analytical thinking. Analytical thinking is a type of thinking unfolded in time, has clearly defined stages, sufficiently realized by the subject. Intuitive thinking, on the contrary, is folded in time, there is no division into stages in it, it was represented in consciousness.

Reproductive thinking is a type of thinking that provides a solution to a problem, based on the reproduction of methods already known to man. The new task is correlated with the already known solution scheme. Despite this, reproductive thinking always requires the identification of a certain level of autonomy.

In productive thinking, the intellectual abilities of a person, his creative potential are fully manifested. Creative possibilities are expressed in the rapid pace of assimilation of knowledge, in the breadth of their transfer to new conditions, in their independent operation. Domestic and foreign psychologists (G.S. Kostyuk, J. Guilford) came to the conclusion that creative thinking is a combination of those features of the psyche that provide productive transformations in the activity of the individual.

Four features dominate in creative thinking, in particular, the originality of solving the problem, semantic flexibility, which allows you to see the object from a new angle, figurative adaptive flexibility, which makes it possible to change the object with the development of the need for its knowledge, semantically spontaneous flexibility of producing various ideas about uncertain situations .

Cheat sheet on general psychology Rezepov Ildar Shamilevich

50. Types of thinking

50. Types of thinking

Depending on the content of the problem being solved in psychology, it is customary to single out three kinds of thinking: practical-effective, visual-figurative and verbal-logical.

Action-Practical Thinking characterized by the fact that here the mental task is solved directly in the process of activity. Practically effective thinking is both historically and ontogenetically the earliest type of human thinking. It was from this type that the development of thinking in a person began in the process of the birth of his labor activity, when mental activity had not yet separated from subject-practical activity. From this species begins the development of thinking in ontogeny. Initially, the child solves problems by directly acting with the object.

This type of thinking turns out to be necessary and indispensable in all those cases when it is most expedient to solve a mental problem directly in the process of practical activity.

Practically effective thinking is applied and turns out to be the most expedient in solving incomparably more complex problems.

Meaning Practical-effective thinking is determined by the greater weight that the practical activity of people has, by the fact that many tasks in the process of this activity can be solved more productively and economically in the process of practical-effective thinking.

Visual-figurative thinking is characterized by the fact that here the content of the mental task is based on figurative material. We can talk about this type of thinking in those cases when a person, solving a problem, analyzes, compares, and seeks to generalize various images of objects, phenomena, and events.

Meaning visual-figurative thinking in that it allows a person to reflect objective reality in a more multifaceted and diverse way.

The development of visual-figurative thinking in the learning process should include tasks that require operating with images of varying degrees of generalization, direct depiction of objects, their schematic representation and symbolic designations.

feature verbal-logical thinking is that the task here is solved in a verbal (verbal) form. Using the verbal form, a person operates with the most abstract concepts. It is this type of thinking that makes it possible to establish the most general patterns that determine the development of nature and society, of man himself. Thanks to this type of thinking, a person manages to solve mental problems in the most generalized way. This is the main advantage, but also the possible disadvantages of this type of thinking.

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Types of jealousy Jealousy is classically divided into types: Jealousy-super-caution The owner of just this type of jealousy is practically a lucky woman and a real scout. First, you won't let some super lady hit on your lover in your presence.

From the book This Weak Strong Sex author Tolstaya Natalya

Types of jealousy Jealousy is classically divided into types:

From the book 1000 men's secrets that a real woman should know, or Journey through Bluebeard's castle author Lifshits Galina Markovna

Love and its types We all dream of love. She is the main driver and motivator of our life. Love and hunger rule the world. What is it, love? And how do you know if it's real or not? We say “I love you” so often that the word is almost non-binding. We say it when

From the book Shopping that ruins you author Orlova Anna Evgenievna

4. Types of shopping Passion for shopping can be divided into groups of people who are engaged in it, and types of goods. So, for example, we can distinguish women's and men's shopping. Many also recognize the presence of children's and teenage shopping. By product name, you can select

author Sheremetiev Konstantin

Types of thinking Once the desire is formulated, you can begin to think. And now we will learn how to do it. There are several types of thinking that differ greatly in their capabilities: descriptive; structural; functional. These three ways of thinking

From the book Phenomenal Intelligence. The Art of Thinking Effectively author Sheremetiev Konstantin

Special Kinds of Thinking Earlier we looked at the kinds of thinking that can be used in any situation. All these are varieties of abstract-logical thinking. And this is the foundation of a developed intellect. But there are still special types of thinking that work well.