test questions - 12 Mental Processes Thinking

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mental actions and concepts. The work of Halperin gave rise to an extensive cycle of experimental research in the field of child and educational psychology. During the Great Patriotic War, Halperin analyzed the restoration of movements in the wounded on the basis of the ideas of the activity approach,the process of interiorization of external actions with objects is activated, visual representations are formed. At this time, the child has a manifestation of egocentric thinking, which is expressed in the difficulty of taking the position of another person. At the same time, there is an erroneous classification of objects due to the use of random or secondary signs.

The third stage is the stage of concrete operations with objects. This stage begins at the age of seven to eight years and lasts up to 11-12 years. During this period, according to Piaget, mental operations become reversible.

Children who have reached this level can already give logical explanations of the actions performed, are able to move from one point of view to another, become more objective in their judgments. According to Piaget, at this age children come to an intuitive understanding of the two most important logical principles of thinking, which can be expressed by the following formulas:

The first formula is that if A = B and B - = C, then A = C.

The second formula contains the statement that A + B = B + A.

At the same time, children manifest an ability called Piaget serialization. The essence of this ability is the ability to rank objects according to some measurable trait, for example, by weight, size, volume, brightness, etc. In addition, during this period, the child has the ability to combine objects into classes and select subclasses.

The fourth stage is the stage of formal operations. It covers the period from 11-12 to 14-15 years. It should be noted that the development of operations formed at this stage continues throughout life. At this stage of development, the child develops abilities to perform operations in the mind using logical reasoning and abstract concepts. At the same time, individual mental operations become a single structure of the whole.

In our country, the theory of the formation and development of intellectual operations, proposed by P. Ya. Halperin, has become widespread. This theory was based on the idea of ​​genetic dependence between internal intellectual operations and external practical actions. This approach has been used in other concepts and theories of the development of thinking. But unlike other areas, Halperin expressed his ideas regarding the patterns of development of thinking. He talked about being

stage formation of thinking. In his works, Halperin singled out the stages of the internalization of external actions, determined the conditions that ensure the successful transfer of external actions into internal ones. It should also be noted that the concept of Halperin is of great importance not only for understanding the essence of the development process and the formation of thinking, but also for understanding the psychological theory of activity, as it shows the process of mastering a particular action at the level of the formation of mental operations.

Halperin believed that the development of thinking in the early stages is directly related to the substantive activity, with the manipulation of objects. However, the translation of external actions into internal ones, with their transformation into certain mental operations, does not occur immediately, but in stages. At each stage, the conversion of a given action is carried out only according to a number of parameters. According to Halperin, higher intellectual actions and operations cannot take shape without relying on previous methods of performing the same action, but they rely on previous methods of performing this action, and ultimately all actions are based on visual-effective methods.

According to Halperin, there are four parameters by which the action is converted. These include: the level of implementation; measure of generalization; completeness of operations actually performed; measure of mastering. At the same time, the first parameter of the action can be on three sublevels: actions with material objects; actions in terms of external speech; mental activity. The three remaining parameters characterize the quality of the action formed at a certain sublevel: generalization, contraction, development.

The process of formation of mental actions in accordance with the concept of Halperin has the following steps:

• The first stage is characterized by the formation of an indicative basis for future action. The main function of this stage is to familiarize in practice the composition of the future action, as well as the requirements that this action must ultimately meet.

• The second stage of the formation of mental action associated with its practical development, which is carried out with the use of objects.

• The third stage is associated with the continuation of the development of a given action, but without support on real objects. At this stage, the action is transferred from the external, visual-figurative plan to the internal plan. The main feature of this stage is the use of external (loud) speech as a substitute for manipulating real objects. Halperin believed that the transfer of the action in the speech plan means, first of all, the speech performance of a specific objective action, and not its sounding.

• At the fourth stage of mastering mental action, there is a rejection of external speech. The transfer of the external speech execution of the action entirely into the internal speech is carried out. The specific action is performed "to himself."

• At the fifth stage, the action is carried out completely in the internal plan, with appropriate abbreviations and transformations, with the subsequent withdrawal of the execution of this action from the sphere of consciousness (that is, constant control over its implementation) into the sphere of intellectual skills.

Other well-known domestic scientists were also engaged in the development and formation of thinking. Thus, Vygotsky, who, together with L. Sakharov, made an enormous contribution to the study of this problem, investigated the problem of concept formation. During the experimental study, three stages of the concept formation process in children were identified.

At the first stage, the formation of an unformed, disordered set of objects, which can be denoted by one word. This stage has, in turn, three ethane: the selection and combination of objects at random; selection based on the spatial arrangement of objects; reduction to one value of all previously combined items.

At the second stage, the formation of concept-complexes takes place on the basis of individual objective signs. The researchers identified four types of complexes: associative (any seemingly visible connection is taken as a sufficient basis for assigning objects to the same class); collection (mutual addition and integration of objects based on a private functional feature); chain (transition in the union from one trait to another, so that some items are combined on the basis of one, and others - completely different signs, all of which belong to the same group); pseudo concept.

And finally, at the third stage, the formation of real concepts takes place. This stage also includes several stages: potential concepts (the selection of a group of objects according to one common feature); true concepts (the selection of essential features and on the basis of their union of objects).

In recent years, a number of new concepts for the development of thinking have appeared. The active formation of new approaches is observed in the framework of the development of the problem of artificial intelligence. One of the most striking concepts of this type is the information theory of intellectual and cognitive development, proposed by Clare and Wallace. The authors of this theory suggest that a child has three qualitatively different hierarchically organized types of productive intellectual systems from birth. These include: a system for processing perceived information and switching attention from one of its types to another; a system responsible for setting goals and managing targeted actions; the system responsible for changing the existing systems of the first and second types and the creation of new similar systems.

Within the framework of this theory, a number of hypotheses were put forward concerning the functioning of systems of the third type. Including:

1. During the period when processing incoming information from outside is not performed (for example, a person is sleeping), systems of the third type are engaged in processing previously received information. Moreover, this procedure is always preceded by mental activity.

2. The purpose of this processing is to identify the effects of previous activities that are the most sustainable, as well as to determine the nature of consistency between the newly identified sustainable elements.

3. On the basis of the operations carried out above at a later stage, a new system of the first or second type is generated.

4. Formed new system of a higher level includes as elements of the previous system.

In conclusion, it should be noted that, despite the progress achieved in studying the problem of human thinking, modern researchers are faced with a number of questions to which psychological science cannot yet answer. The problem of identifying patterns of occurrence, formation and development of thinking remains one of the most relevant in psychology.

Summary

Nature and basic thinking. The main characteristics of thinking. Thinking and associative flow of intellectual processes. The relationship of thinking and speech. The process of expressing thoughts in words by L. S. Vygotsky. The physiological basis of thinking. Classification of thinking: theoretical, practical. Features of the main types of thinking - conceptual, imaginative, visual-figurative, visual-effective.

The main forms of thinking. Notion General and isolated concepts. The processes of assimilation of concepts. Factors contributing to the assimilation of concepts. Awareness and understanding. Features of understanding. Inference as the highest form of thinking.

Theoretical and experimental approaches to the study of thinking. The concept of intelligence. Intellect and human behavior. Development of the problem of intelligence in gestalt psychology . Congenital and acquired in the problem of intelligence. The problem of thinking in the works of Russian scientists A. A. Smirnov, A. N. Leontiev, P. Ya. Halperin, L. V. Zankova, etc. Experimental studies by A. Vine and T. Simon. Stanford — Beans Test. Test Wexler. Criterion indicative tests. Tests of achievements. Experimental concept of J. Gnlford.

The main types of mental operations. The essence of the comparison operation. Direct and indirect comparison. Comparison errors. Inference by analogy. Analysis and synthesis as the main operations of thinking. The relationship of analysis and synthesis with other mental operations. Abstraction as a process of distraction. Features of mastering abstract concepts. Concretization as a process of presenting a single. The essence of inductive reasoning. The concept of deduction. Inference errors.

The solution of complex mental problems and creative thinking. Terms of creative thinking. Assumption. Practical thinking. The concept of creative thinking J. Gnlforda, Critical and creative thinking.

The development of thinking. The main stages of the formation of thinking. Phylogenetic and ontogenetic aspects of the development of thinking. Theory of Intellectual Development J. Piaget. Theory of development and the formation of mental operations P. Ya. Halperin. Research on the problem of conceptualization carried out by L. S. Vygotsky and L. S. Sakharov. Information theory of intellectual and cognitive development of Clara and Wallace.

test questions

1. What are the main characteristics of thinking.

2. What do you know about the associative flow of intellectual processes?

3. What is the relationship between thinking and speech?

4. Tell us about the physiological basis of thinking.

5. Describe the main types of thinking: visual-figurative, visual-effective, conceptual, verbal-logical, etc.

6. What do you know about the concept? Tell us about common and isolated concepts.

7. Tell us about inference as the highest form of thinking.

8. Describe the concept of "intelligence". How is intelligence related to thinking?

9. What do you know theoretical and experimental approaches to the study of thinking?

10. Tell us about the tests designed to study various aspects of intelligence.

11. What do you know about comparison as a thinking operation?

12. Describe the analysis and synthesis as a thinking operation.

13. Describe the abstraction as an operation of mental abstraction.

14. Tell us about concretization as a process of presenting a single.

15. What do you know about induction and deduction?

16. Tell us about the problems of the study of complex mental problems.

17. What do you know about the problem of creativity thinking?

18. Describe the concept of creative thinking by J. Guilford.

19. Describe the main stages of the development of thinking.

20. What do you know about the concept of the development of thinking by J. Piaget?

21. What do you know about the theory of development and the formation of mental operations, developed by P. Ya. Halperin?

Recommended literature

1. Blonsky, P.P. Selected Pedagogical and Psychological Works: In 2 tons. T. 1 / Ed. A. V. Petrovsky. - M .: Pedagogy, 1979.

2. Velichkovsky BM Modern cognitive psychology. - M .: Publishing House of Moscow State University, 1982. Z. Vygotsky L. S. Collected Works: In 6 t. T. 1 .: Questions of the theory and history of psychology / Ch. ed. A.V. Zaporozhets. - M .: Pedagogy, 1982.

4. Zaporozhets A.V. Selected psychological works: In 2 tons. T. 1 / Ed. V. V. Davydova, V. P. Zipchnsnko. - M .: Pedagogy, 1986.

5. Lurim A. R. Language and thinking. - M., 1979.

6. Leites N. With. Age-related prerequisites of mental abilities / / Reader on psychology. - M .: Enlightenment, 1987.

7. Lkoityev A. N. Selected psychological works: In 2 tons. T. 2 / Ed. Century Century Davydov and others - M .: Pedagogy, 1983.

8. Pushkin V.N. Heuristic activity of a man and problems of modern science // Chrestomathy on psychology. - M .: Enlightenment, 1987.

9. Smirnov A. A. Selected psychological works: In 2 tons. T 2. - M • Pedagogy 1987.

10. Warm B. M. Selected Works: In 2 tons. T. 1. - Moscow: Pedagogy, 1985.

11. Readings on general psychology: Psychology of thinking. - M: Publishing House of Moscow State University 1981.

Продолжение:

Часть 1 12 Mental Processes Thinking
Часть 2 12.4. Main types of mental operations - 12 Mental Processes
Часть 3 test questions - 12 Mental Processes Thinking