Thinking as a creative process. How to develop a person's creative thinking

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

" Creativethinking"

Introduction

Creative thinking is one of the most interesting phenomena that distinguish man from the animal world. Already at the beginning of life, a person manifests an urgent need for self-expression through creativity, a person learns to think creatively, although the ability for such thinking is not necessary for survival. Creative comprehension is one of the ways of active knowledge of the world, and it is precisely this that makes progress possible, both for an individual and for humanity as a whole.

The issues of creativity, creative personality and creative features are considered by various branches of psychological science and are extremely significant. But what is this out-of-the-box thinking? Why are most people satisfied with the usual solutions for their time and environment, while others offer completely new, unusual ideas?

The importance of the psychological study of thinking lies also in the fact that the mental development of a problem situation is carried out not only by the conscious level of the psyche, but by the psyche as a whole, including its subconscious and unconscious subsystems.

First of all, thinking is the highest cognitive process. It is a product of new knowledge, an active form of creative reflection and transformation of reality by a person. Thinking generates such a result, which does not exist at the moment either in reality itself or in the subject.

Thinking (animals also have it in elementary forms) can also be understood as the acquisition of new knowledge, the creative transformation of existing ideas.

The difference between thinking and other psychological processes also lies in the fact that it is almost always associated with the presence of a problem situation, a task that needs to be solved, and an active change in the conditions in which this task is set.

It is necessary to start cultivating creative potential from childhood, childhood is the foundation for a lifetime.

1. Aboutdefinition of creative thinking

To understand what creative thinking is, one should first understand what thinking is, what is creativity and how can it be connected?

Thinking is the movement of ideas, revealing the essence of things. Its result is not an image, but some thought or idea. The specific result of thinking can be a concept - a generalized reflection of a class of objects in their general and essential features.

Thinking is a theoretical and practical activity that involves a system of actions and operations included in it of an orienting-research, transformative and cognitive nature.

Theoretical conceptual thinking is such thinking, using which a person, in the process of solving a problem, refers to concepts, performs actions in the mind, without directly dealing with experience obtained with the help of the senses.

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 conclusions, but images. They are either directly retrieved from memory or creatively recreated by the imagination. Such thinking is used by workers in literature, art, in general, people of creative work who deal with images.

Theoretical conceptual thinking provides, although abstract, but at the same time the most accurate, generalized reflection of reality. Theoretical figurative thinking makes it possible to obtain a specific subjective perception of it, which is no less real than the objective-conceptual one. Without them, our presentation would not be so rich and extensive.

The visual-figurative form of thinking consists in the fact that the thought process in it is directly connected with the perception of the surrounding reality by a thinking person, and cannot be carried out without it. A person is attached to reality, and the images themselves necessary for thinking are presented in his short-term and operative memory (in contrast, images for theoretical figurative thinking are retrieved from long-term memory and then transformed). It is most developed in preschool children, and in adults only in those who are engaged in practical work.

The visual-effective type of thinking lies in the fact that the process of thinking itself is a practical transformational activity carried out by a person with real objects. The main conditions for solving problems in this case are the correct actions with the appropriate objects. This type of thinking is widely represented among people engaged in real production work, the result of which is the creation of any specific material product.

Thus, "thinking is mediated - based on the disclosure of connections, relationships, mediations - and generalized knowledge of objective reality." Thinking plays a huge role in cognition. Thinking expands the boundaries of knowledge, makes it possible to go beyond the direct experience of sensations and perception. Thinking is a process of cognitive activity of an individual, characterized by a generalized and indirect reflection of reality. Thinking makes it possible to know and judge what a person does not directly observe, does not perceive. Thinking processes information that is contained in sensations and perceptions, and the results of mental work are verified and applied in practice. Thus, thinking is always cognition (reflection) of relationships and regular connections between objects and phenomena of the surrounding world.

Creativity is an activity, the result of which is the creation of new material and spiritual values. It assumes that a person has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty and originality, uniqueness.

A. Ponomarev shares the concept of creativity in a broad and narrow sense (he calls the broad sense "direct", the narrow sense - "generally accepted"): "Creativity - in the literal sense - is the creation of a new one.

R. Arnheim notes that to see the properties of an object means to perceive it as an example of the embodiment of a certain general concept, that any perception consists in highlighting previously abstracted features. "Consequently, the abstract is contained not only in thinking, but also in other cognitive processes."

It turns out that such various geometric concepts as a point, a straight line, a triangle, a trapezoid, a circle, an ellipse, a parabola, which, due to their captivating simplicity and completeness of the structure, were considered abstractions that do not depend on reality, are in fact associated with it and with concrete figurative representations. . The figure below clearly demonstrates that all these abstractions can be "seen" on various sections by the plane of an ordinary cone.

A point is obtained if the plane passes through the top of the cone (1); a triangle is formed when a plane intersects a cone along its axis (2); a straight line segment can be obtained if the plane passes as a tangent to the side surface of the cone (3); a trapezoid is formed if the upper part is separated from the triangle formed by section 2 using a plane parallel to the base (4); a circle can be obtained by making the cross section of the cone a plane parallel to the base (5), the ellipse is formed by the same section, but drawn at an angle (6); a parabola appears if the cutting plane passes parallel to the axis of the cone, but not through it itself (7). Thus, by changing the location and mutual orientation of the cone and the secant plane, one can not only obtain a number of figures expressing abstract concepts, but also imperceptibly, in a visually effective way, move from one abstract concept to another.

Thus, we can conclude that thinking and creativity are connected.

J. Gilford believed that the "creativity" of thinking is associated with the dominance of four features in it:

A. Originality, non-triviality, unusual 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.

In foreign psychology, creative thinking is more often associated with the term "creativity". Creativity - the creative capabilities (abilities) of a person, which can manifest themselves in thinking, feelings, communication, certain types of activity, characterize the personality as a whole and / or its individual aspects, products of activity, the process of their creation. Creativity is seen as the most important and relatively independent factor of giftedness, which is rarely reflected in tests of intelligence and academic achievement. On the contrary, creativity is determined not so much by a critical attitude to the new in terms of existing experience, but by receptivity to new ideas.

Thus, thinking is a process of cognition, the use of the term "creativity" in a purely psychological context rather means the whole set of results of creative thinking, its conditions, the introduction into practice of products of creative thinking, and creativity is a special quality, a property of a person, manifested in a pronounced creative thinking abilities.

2. What is creative thinking?

Creative thinking is thinking based on imagination. It creates new ideas, a new way of looking at things. It connects certain objects or images in a way that they have not been connected before. It is endless and varied. Creative thinking is the process of creating something new that is of interest to individuals, groups, organizations or societies. Creative thinking is the ability to look at a problem from the outside.

It is believed that the source of creative thinking is the right hemisphere.

3. Right hemisphere of the brain

The main area of specialization of the right hemisphere is intuition. As a rule, it is not considered dominant. It is responsible for the following functions.

Nonverbal Information Processing: The right hemisphere specializes in processing information that is expressed not in words, but in symbols and images.

Parallel Information Processing: Unlike the left hemisphere, which only processes information in a precise sequence, the right hemisphere can process a wide variety of information at the same time. It is able to consider the problem as a whole without applying analysis. The right hemisphere also recognizes faces, and thanks to it we can perceive a set of features as a whole.

Spatial orientation: The right hemisphere is responsible for the perception of location and spatial orientation in general. It is thanks to the right hemisphere that one can navigate the terrain and make mosaic puzzle pictures.

Musicality: Musical abilities, as well as the ability to perceive music, depend on the right hemisphere, although, however, the left hemisphere is responsible for musical education.

Metaphors: With the right brain, we understand metaphors and other people's imaginations. Thanks to him, we can understand not only the literal meaning of what we hear or read. For example, if someone says: “He is hanging on my tail,” then it is the right hemisphere that will understand exactly what this person wanted to say.

Imagination: The right hemisphere gives us the ability to dream and fantasize. With the help of the right hemisphere, we can make up different stories. By the way, the question "What if ..." also asks the right hemisphere.

Artistic ability: The right hemisphere is responsible for the ability to fine arts.

Emotions: Although not a product of the functioning of the right hemisphere, it is associated with them more closely than the left.

Creative thinking is not necessarily associated with only one of the previously discussed types of thinking, say, verbal-logical; it may well be both practical and figurative.

The most productive work of the brain is when both hemispheres function, doing their work, without interfering with the work of the second hemisphere.

· To create metaphors, the poet uses the right hemisphere, the flight of fantasy also provides the right hemisphere, but the process of translating his feelings into verbal form, or, in other words, the selection of words, is carried out by the left hemisphere.

· The right hemisphere helps the architect to align the spatial relationships and the aesthetic image that he seeks to create. Nevertheless, all calculations and measurements are made by the left hemisphere.

· For a scientist, the left hemisphere helps to analyze the problem under consideration, but the right hemisphere often intuitively prompts such moves with the help of which the most difficult riddles are solved.

The most effective creative work becomes possible when both the right and left hemispheres work, when logical thinking is combined with intuition.

In his book, M. Zdenek cites an interesting case as an example to clearly show the work of the right and left hemispheres of the brain in humans:

“Imagine that two people who were in their early thirties underwent surgery in a hospital to remove one hemisphere of the brain. Let's say that the right hemisphere was removed from one, and the left hemisphere from the other.

Before the operation, both patients were right-handed, and their left hemisphere was dominant. No deviations from the norm were observed. The remaining hemisphere of both functions normally, but it does not know how to compensate for the removed hemisphere, how to replace the missing "partner".

The first patient sits on the edge of the bed. A week ago, due to a tumor, the entire right hemisphere of the brain was removed. The left one works fine. We'll call him Larry.

The second patient is in the same room as the first, he sits on a chair and looks out the window. This patient also had the entire left hemisphere removed due to a tumor. The right one works fine. Let's call him Rick.

Now imagine that you are involved in the examination and study of these patients. You enter the room to inspect them and see the following situation. (Remember, the right hemisphere controls the movements of the left side of the body, and the left controls the right.)

The remaining left hemisphere of Larry allows him to control the right half of his body without problems (right arm, right leg, etc.); he holds a cup of coffee in his right hand and swings his right leg. You ask him, "Would you like to add some cream to your coffee?" He replies, "No thanks." His voice is even, almost without any intonation. There is a newspaper on the bed in front of him, and you notice that he is looking at the headlines. If you ask him, he will be able to solve the mathematical problem just as freely as he did before the operation.

But as you continue to talk to Larry, you begin to notice the devastating effect the operation has had. Due to the fact that he does not have a right hemisphere, the left half of his body is paralyzed. While he can carry on a conversation, his responses are sometimes odd. He takes everything literally. You ask him, "How do you feel?" And to this he answers you: "Hands." Larry completely lost the ability to think imaginatively, he also lost his intuition.

You wheel Larry out into the hallway for a change of scenery. He has no idea where his ward is and where he is, because he also lost the ability to spatial orientation. You understand that he is not able to put together the simplest picture-puzzle. He is also unable to dress without assistance. He doesn't understand that the sleeves of his shirt have something to do with his arms.

Suddenly, two people start arguing and yelling at each other. Larry understands the words, but does not perceive the emotions behind these words. He does not pay attention to the tears of his wife and does not respond to the words of comfort. He is not even upset by what happened to him, because the normal reaction to grief, to misfortune is simply inaccessible to the left hemisphere, which he had left after the operation.

When you return to the room, you ask him if he would like to listen to music. You turn on the radio and understand. That he is completely indifferent to melodies. A close friend of Larry's enters the room, but Larry doesn't even recognize him because his left brain has a hard time recognizing faces.

Ask Larry if he has any dreams, and you will hear back that nothing like this has ever happened. If he still dreams of something, then his dreams will certainly describe something from what happened in the recent past.

What about the second patient? All this time he was sitting on a chair and watching you. You immediately notice that only the left leg works because the other half of the body is paralyzed. Then you notice that he is very sad. When you try to communicate with him, you smile and say that he looks better. Although he cannot speak, you hope that he understands your speech. His wife enters the room and he immediately recognizes her. Simple words of comfort and expressions of love comfort Rick a little. Rick's wife brought a small tape recorder with her, she turns it on and Rick enjoys the music. When the song ends, Rick, unable to say his name or express his feelings in words, shocks everyone by starting to sing the anthem he learned as a child. You thank him that he was able to sing the hymn so that you understood his words, and ask him to sing something else. But Rick's right brain only remembers the simple lyric pieces he learned in early childhood. And he can also mumble a simple prayer that he learned when he was just a child.

To keep Rick entertained, you bring him a stacked puzzle picture and he has no trouble putting it together correctly. When you take him out in a wheelchair into the corridor, you understand that he is perfectly oriented and understands where his ward is and where he is.

Rick will never be able to read or solve math problems on his own, but he enjoys listening to poetry. And the dream researcher testifies that at night Rick had REM, and this suggests that he must be dreaming about something. »

Almost visually, we were able to see how a person's behavior changes if one of the hemispheres ceases to function. And also, here you can see how closely the work of both hemispheres is closely connected, and that they can exist separately, but for the full functioning of thoughts, space, and understanding of everything that is happening, the work of the right and left hemispheres of the brain is needed directly.

4. Creative thinking

Psychologists have spent a lot of effort and time to find out how a person solves new, unusual, creative problems. However, there is still no clear answer to the question of the psychological nature of creativity.

The most significant advantage of traditional intelligent search over creative search is that it is guaranteed to produce an acceptable result. But this is only possible under a few assumptions:

1. The problem or task, in principle, has the only correct solution or a clearly limited circle of correct solutions.

2. An algorithm for solving this problem is known.

3. There are complete and correct initial data for its solution.

Thus, in traditional thinking, fidelity is required, the correctness of each step in solving the problem. If a mistake is made somewhere, then the end result will be wrong. An example is the solution of mathematical or physical problems. In creative thinking, the fallacy of a particular step does not necessarily lead to the incorrectness of the overall result. In creative thinking, it is important for us not so much how true certain elements of information are, but how useful this or that combination of them will turn out to be, whether it will allow us to see the problem from a new angle, to see possible ways to solve it. So, if thinking is an integrator of the intellect, then creative thinking, based on the unity of associative processes, being a generalized and highest property of thinking, is an instrument of this integration, a means of systematizing and mutually incorporating mental functions into each other. This emphasizes the adaptive nature of creative thinking - it is a necessary condition for the full development of the entire system of human intellectual functions.

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. Let's look at some simple examples of creative tasks:

Task 1. How to destroy a tumor located in the depths of the body with the help of special rays without damaging its healthy tissues? It is known that in order to remove this tumor, such a concentration of rays at its location is necessary, which is dangerous for healthy tissues. At the location of the tumor, it is necessary to create the desired concentration of rays without damaging the surrounding tissues of the body, and there is no other access to the tumor than through other tissues of the body.

Task 2. How to add four equilateral triangles from six matches?

Task 3. How to cross out nine dots arranged in a square with four straight lines, without lifting a pen or pencil from the paper?

All these tasks have the same feature that characterizes creative thinking, namely, the need to use an unconventional way of thinking, an unusual vision of the problem, and thinking beyond the usual way of reasoning. In Problem 1, for example, one has to guess that there is no need to direct beams towards the tumor from a single source. In problem 2, it is necessary to move away from the usual attempts to look for its solution in the plane and turn to spatial representations. In problem 3, it is also necessary to admit the possibility of straight lines going beyond the part of the plane bounded by nine points. This means that in all three cases, after analyzing the conditions of the problem, it is necessary to direct the thought in an unusual way, i.e. apply a truly creative way of solving. (The figure shows ways to solve each of these problems.)

In the course of research on creative thinking, conditions have been identified that contribute to or hinder the rapid finding of a solution to a creative problem. Let us consider these conditions in a generalized form.

1. If in the past a certain way of solving certain problems by a person turned out to be quite successful, then this circumstance encourages him to continue to adhere to this method of solving. When faced with a new task, a person tends to apply it first.

2. The more effort was spent on finding and putting into practice a new way of solving a problem, the more likely it is to be used in the future. The psychological cost of discovering some new solution is proportional to the desire to use it as often as possible in practice.

3. The emergence of a stereotype of thinking, which, due to the above conditions, prevents a person from abandoning the former and looking for a new, more suitable way to solve the problem. One way to overcome this stereotype is to stop trying to solve the problem altogether for a while, and then return to it with a firm attitude to try only new ways to find a solution.

4. The intellectual abilities of a person, as a rule, suffer from frequent failures, and the fear of another failure begins to automatically arise when faced with a new task. It generates defensive reactions that interfere with creative thinking, usually associated with the risk to one's own "I". As a result, a person loses faith in himself, he accumulates negative emotions that prevent him from thinking. The feeling of success is as necessary for strengthening the intellectual potencies of people as the feeling of the correctness of any movement for its assimilation.

5. Maximum efficiency in solving intellectual problems is achieved with optimal motivation and an appropriate level of emotional arousal. This level for each person is purely individual.

6. The more knowledge a person has, the more diverse his approaches to solving creative problems will be. However, the relevant knowledge must be multidirectional, as it has the ability to orient thinking towards different approaches to the solution.

Creative people often surprisingly combine the maturity of thinking, deep knowledge, various abilities, skills, and peculiar "childish" features in their views on the surrounding reality, in behavior and actions. But, as is already known, not all people show creative abilities, and the scientists GLindsay, K. Hull and R. Thompson found the answer to the question, why are not all people creatively gifted? And they wrote down their opinion in a book and called it: "Brainstorming"

“If you want to think creatively, you must learn to give your thoughts complete freedom and not try to direct them in a certain direction. This is called free association. A person says everything that comes to his mind, no matter how absurd it may seem. Free association was originally used in psychotherapy, but now it is also used for group problem solving, and this is called brainstorming.

Brainstorming is widely used to solve various kinds of industrial, administrative and other tasks. The procedure is simple. A group of people gather to freely associate on a given topic: how to speed up the sorting of correspondence, how to get money to build a new center, or how to sell more prunes. Each participant offers everything that comes to his mind and sometimes does not seem to be relevant to the problem. Criticism is prohibited. The goal is to get as many new ideas as possible, because the more ideas that are submitted, the more chances there are for a really good idea to come up. Ideas are carefully written down and, at the end of the brainstorming session, critically evaluated, usually by another group of people.

Creative thinking in a group is based on the following psychological principles (Osborne, 1957).

1. The group situation stimulates the processes of generating new ideas, which is an example of a kind of social assistance. It has been found that a person of average ability can come up with nearly twice as many solutions when working in a group than when working alone. In a group, he is influenced by many different decisions, the thought of one person can stimulate another, and so on. However, experiments show that the best results are obtained by the optimal alternation of periods of individual and group thinking.

2. In addition, the group situation causes competition between members of the group. As long as this competition does not provoke critical and hostile attitudes, it contributes to the intensification of the creative process, as each participant tries to outdo the other in putting forward new proposals.

3. As the number of ideas increases, their quality increases. The last 50 ideas tend to be more useful than the first 50. Obviously, this is due to the fact that the task is becoming more and more interesting for the group members.

4. Brainstorming will be more effective if group members stay together for several days. The quality of the ideas they propose at the next meeting will be higher than at the first. Apparently, for the appearance of some ideas, a certain period of their "maturation" is required.

5. It is psychologically correct that the evaluation of the proposed ideas is carried out by other people, since usually the shortcomings of one's own creativity are noticed with great difficulty.

Creative Thinking Barriers

Conformity - the desire to be like another - is the main barrier to creative thinking. A person is afraid to express unusual ideas for fear of seeming ridiculous or not very smart. A similar feeling can arise in childhood, if the first fantasies, products of children's imagination, do not find understanding in adults, and gain a foothold in adolescence, when young people do not want to be too different from their peers.

Censorship - in particular internal censorship - is the second major barrier to creativity. The consequences of external censorship of ideas can be quite dramatic, but internal censorship is much stronger than external censorship. People who are afraid of their own ideas tend to react passively to the environment and do not try to creatively solve problems that arise. Sometimes unwanted thoughts are suppressed by them to such an extent that they cease to be realized at all. Superego is what Freud called this internalized censor.

The third barrier to creative thinking is rigidity, often acquired in the process of schooling. Typical school methods help to consolidate the knowledge accepted today, but do not allow teaching how to pose and solve new problems, improve existing solutions.

The fourth obstacle to creativity may be the desire to find an answer immediately. Excessively high motivation often contributes to the adoption of ill-conceived, inadequate decisions. People achieve great success in creative thinking when they are not bound by everyday worries. Therefore, the value of annual holidays lies not so much in the fact that a person will work better after resting, but in the fact that it is during the holidays that new ideas are more likely to arise.

Of course, the effectiveness of the results of free creative fantasy and imagination is far from obvious; it may happen that out of a thousand ideas proposed, only one will be applicable in practice. Of course, discovering such an idea without the expense of creating thousands of useless ideas would be a big savings. However, these savings are unlikely, especially since creative thinking is often rewarding regardless of the use of its results.

5. Critical thinking

creative thinkingintellectual

To highlight truly useful, effective solutions, creative thinking must be complemented by critical thinking. The purpose of critical thinking is to test the proposed ideas: whether they are applicable, how they can be improved, etc. Your creativity will be unproductive if you cannot critically check and sort the resulting output. In order to conduct the appropriate selection properly, it is necessary, firstly, to keep a certain distance, that is, to be able to evaluate your ideas objectively, and, secondly, to take into account the criteria, or restrictions that determine the practical possibilities for introducing new ideas.

What obstacles stand in the way of critical thinking? One of them is the fear of being too aggressive. We often teach our children that to criticize is to be impolite. Closely related to this is the next barrier - the fear of retribution: by criticizing other people's ideas, we can cause response criticism of our own. And this, in turn, can give rise to another obstacle - a reassessment of one's own ideas. When we like what we have created too much, we are reluctant to share our solution with others. We add that the higher the anxiety of a person, the more he is inclined to protect his original ideas from extraneous influence.

Finally, it should be noted that with excessive stimulation of creative imagination, critical ability may remain undeveloped. Unfortunately, the inability to think critically is one of the possible unforeseen results of the desire to increase the creative activity of students. It should be remembered that for most people in life, a reasonable combination of creative and critical thinking is required.

Critical thinking must be distinguished from critical attitude. Despite the fact that, due to the specifics of its approach to problem solving, critical thinking prohibits some ideas or discards them as useless, its ultimate goal is constructive. On the contrary, the critical attitude is inherently destructive. The desire of a person to criticize solely for the sake of criticism is more emotional than cognitive in nature.

6. Development of a creative personality

creative thinkingintellectual

At the present stage of development of society, there is a clearly expressed need for specialists with a high level of development of creative potential, who are able to think systematically, set and non-standardly solve various problems. In the rapidly changing conditions of social and technical development, creative activity, innovation, and non-standard solutions become especially important qualities of a person. The task of educating people with a creative mindset has become an urgent social necessity.

The development of creative thinking is inseparable from the formation of performing skills and abilities. The more versatile and perfect the skills and abilities of a person, the richer his fantasy, the more real his ideas. The development of creative thinking takes place in the process of education and upbringing. It is formed in the process of interaction with the world, through mastering the content of material and spiritual culture, art in the process of learning. Therefore, it is possible to talk about a special, purposeful formation of creative thinking, about a systemic formative impact.

Primary school plays an important role in preparing for creative work. It is in early school age that the psychological basis for such activities lies. Imagination and fantasy, creative thinking develop, curiosity, activity, initiative are brought up, the ability to observe and analyze phenomena, make comparisons, generalize facts, draw conclusions, and practically evaluate activities are formed.

Creativity should be considered not only as a professional characteristic, but also as a necessary personal quality that allows a person to adapt to rapidly changing social conditions and navigate in an ever-expanding information field.

The success of the development of creative systems thinking in the process of vocational education is largely determined by the level of formation of the main components of creative thinking at earlier stages of personality formation. These components include:

Ability to analyze, synthesize, compare and establish cause-and-effect relationships;

Critical thinking (detection of various kinds of errors, mismatches) and the ability to identify contradictions;

Forecasting the possible development of events;

The ability to see any system or object in terms of the past, present and future;

Ability to build an algorithm of action, generate new ideas;

Generate unusual ideas, deviate in thinking from traditional schemes, quickly resolve problem situations.

The specific nature of creative thinking is determined by the non-traditional nature of the methods of its diagnostics and development. They usually do not regulate the activities of students, do not imply the presence of correct or incorrect answers, do not limit their number. Non-standard solutions and their diversity are evaluated. The value of these techniques lies in the fact that they can be used not only for diagnosis, but also for the development of creative thinking. Classes for the development of creative thinking can be carried out not only individually, but also by giving tasks to subgroups, in the form of KVN, “brainstorming”, which causes increased interest among students, requires the ability to negotiate with each other, make many decisions. As an example, tasks are offered for KVN among students aged 14-16, which can be transformed.

Goals and objectives:

Stimulation of the ability to think;

Development of creative thinking;

Team building;

Development of communication skills.

Exercise 1

Pictures interpretation

Several patterns are offered (for example, various lines - wavy, spiral, circle, broken line). It is proposed for a certain period of time to write as many interpretations as possible for each drawing. For example: a wavy line - mountains, waves of the sea, the back of a dragon; spiral - circles on the water, target, solar system; circle - sun, coin, hatch; broken line - roofs of houses, graph, drawing on the cake. Interpretations can be different, including humorous ones. The total number of interpretations for all the drawings in the allotted time, their non-standard, originality are calculated.

Task 2

Use of items.

Various items are offered (for example: long iron nails, sawdust, empty glass bottles, shoe boxes). It is suggested to write down as many ways of using these items as possible. The total number of named uses is counted, their originality is taken into account.

Examples of uses: long iron nails - to make hooks, teeth for a rake, a yoga mat; sawdust - fuel, for garbage collection, for stuffing toys, for thermal insulation, additive to compound feed; empty glass bottles - for storing cereals, as a musical instrument, for rolling out dough, used as a vase, for building a wall of a house; shoeboxes - for storing letters, to use as a house for a hamster, to kindle a fire.

Task 3

Inventing a story.

Multiple words are suggested (e.g. KEY, BOAT, WATCHMAN, OFFICE, ROAD). It is necessary to compose a logically connected, complete story in 10 minutes. The brightness, originality of images, unusual plot are evaluated.

Task number 4.

Unfinished story.

Suggested text. It takes 10 minutes to come up with and complete the end of the text. Completion, brightness, originality of images, unusual plot twist, unexpected ending are evaluated.

An example of the beginning of a text: “It was getting dark. It was raining lightly. At the tram stop, under the same umbrella, stood two girls. They were talking quietly about something. All of a sudden…"

Task 5.

A form is proposed on which 12 circles with a diameter of 3 centimeters are drawn. It is necessary to draw as many objects or phenomena as possible in 10 minutes, using circles as a basis. You can draw inside and outside the circle, for one drawing you can use 1, 2 or more circles. Drawings must be signed. The completed work is evaluated by the number of drawings, their unusualness, originality, the frequency of occurrence of rare objects (sea urchin, volcanic eruption, shield of a Roman soldier, and others).

Task 6

Speed of thought.

Subgroups are given one form each with words in which letters are missing (each subgroup is different). Each dash is one missing letter. Within ten minutes, you must enter the missing letters. Words must be singular nouns. The results are evaluated by the number of written words.

Table. Sample form

d-lo (case)	p-l-a (shelf)	s-o-ok (call)	s-i-ot (slush)
k-sha (porridge)	o-r-h (hoop)	k-o-a (krone)	k-s-a-nick (shrub)
s-yes (soda)	k-r-he (cardboard)	s-e-lo (glass)	w-s-k- (smile)
in-for (vase)	s-r-o (grain)	k-s-a (roof)	a-ee-ying (orange)
n-ga (leg)	v-s-ok (east)	t-a-a (grass)	s-a-c-i (station)
m-on (mine)	s-g-ob (snowdrift)	k-u-ka (mug)	ch-r-i-a (blueberry)
d-la (share)	v-t-a (branch)	a-t-ka (pharmacy)	k-p-s-a (cabbage)
k-no (movie)	p-d-ak (jacket)	s-u-a (stupa)	d-e-n-k (diary)
in-yes (water)	k-sh-a (cat)	s-a-ka (fairy tale)	t-l-v-s-r (TV)
h-to (miracle)	b-l-on (broth)	p-e-a (play)	k-n-u-t-r (conductor)

Task 9

Induction. Students are offered cards with the names of objects or objects (for example, "apple", "gasoline", "Moscow"). It is proposed to write down as many categories (classes) of objects as possible to which the given object belongs. For example: an apple is a fruit, a fruit, a food product, a product, a ball; gasoline - fuel, liquid, flammable substance, oil product, commodity, solvent; Moscow is a city, capital, transport hub, industrial, cultural, scientific, trade center, geographical name. The results are judged by the number of categories or objects recorded.

Task 10

Short vowel (voice - short form of vowel)

There is no time limit for this assignment. The goal is to test creative thinking. If you can't solve some puzzles, come back to them later and look at them again with a fresh look. Very often, the answer comes by itself, because the brain subconsciously continues to work on the task, even when you are busy with something else.

Conclusion

Creative thinking is aimed at creating new ideas, its result is the discovery of a new or improvement of the solution of a particular problem. In the course of creative thinking, new formations arise concerning motivation, goals, assessments, meanings within the cognitive activity itself. It is necessary to distinguish between the creation of an objectively new, i.e. something that has not yet been done by anyone, and subjectively new, i.e. new to this particular person. The following can act as obstacles to the development of creative thinking: 1. A tendency to conformism, expressed in the desire to be like other people, dominating over creativity, not to differ from them in their judgments and actions.

2. Fear of being a "black sheep" among people, of seeming stupid or ridiculous in their judgments.

Both of these tendencies can arise in a child in early childhood, if his first attempts at independent thinking, his first creative judgments do not find support from the surrounding adults, cause them to laugh or condemn, accompanied by punishment or imposition on the child by an adult as the only "correct » the most common, generally accepted opinions.

3. Fear of seeming too extravagant, even aggressive in their rejection and criticism of other people's opinions. In the conditions of our culture, the following opinion is quite common: to criticize a person means to be ignorant towards him, to show him disrespect. This, unfortunately, we teach our children from childhood, without thinking at all that in this case the acquisition of politeness, tact, correctness and other useful qualities occurs due to the loss of another, no less valuable property: to dare, to have and to be able to defend, to openly express and defend one's own opinion, without caring about whether others like it or not. This, in fact, is the requirement for a person to always remain honest and frank.

4. Fear of retribution from another person whose position we criticize. By criticizing a person, we usually evoke a response from him. The fear of such a reaction often acts as an obstacle to the development of one's own creative thinking.

5. Overestimation of the importance of their own ideas. Sometimes we like what we ourselves invented or created more than the thoughts expressed by other people, and so much so that we have a desire not to show our own to anyone, not to share it with anyone and keep it to ourselves.

6. Highly developed anxiety. A person with this quality usually suffers from increased self-doubt, and is afraid to openly express his ideas.

7. There are two competing ways of thinking: critical and creative. Critical thinking focuses on identifying flaws in other people's judgments. Creative thinking is associated with the discovery of fundamentally new knowledge, with the generation of one's own original ideas, and not with the evaluation of other people's thoughts. A person whose critical tendency is too pronounced pays the main attention to criticism, although he himself could create, and not bad. On the contrary, the person whose constructive, creative thinking dominates over critical thinking is often unable to see flaws in his own judgments and assessments.

Each creative person is a bright originality. At the same time, considering the creative qualities, one cannot but be surprised at the striking similarity of the inner world of different personalities.

Bibliography

1. Lindsay G., Hull K.S., Thompson R.F. Creative and critical thinking//Reader in general psychology. Psychology of thinking. Ed. Yu.B. Gippenreiter, V.V. Petukhov. M.: Publishing House of Moscow University, 2001

2. Rubinstein S.L. Fundamentals of General Psychology. St. Petersburg: Peter, 2007

3. Zdenek, M. Development of the right hemisphere / M. Zdenek-Mn.: Potpourri LLC, 2004

4. Nemov, R.S. General foundations of psychology / Book. 1.

5. Beskova I.A. How is creative thinking possible? M.: IFRAN, 2003.

6. Ponomarev Ya.A. Psychology of creativity. - M.: Publishing house "Nauka", 1976.

7. Luk, A.N. Psychology of creativity / A.N. Luk-M.: Nauka, 1978.- 127p.

8. Woodward R. Stages of creative thinking // Reader in general psychology. Psychology of thinking. Ed. Yu.B. Gippenreiter, V.V. Petukhov. M.: Publishing House of Moscow University, 2001

9. Stolyarov A.M. Heuristic techniques and methods for activating creative thinking. - M: VNIIPI, 1988.

10. Tikhomirov O.K. Psychology of thinking. - M.: MSU, 1984.

11. Khjell L., Ziegler D. Theory of personality. St. Petersburg: Peter, 1997.

12. Olah A. Creativity and personal change.

Hosted on Allbest.ru

...

Similar Documents

General characteristics of the concept of creative thinking. Criteria and methods for its study. The study of human intellectual capabilities. Study of the relationship between thinking and speech. Characteristics of the ways and factors of the formation of creative thinking.

test, added 04/05/2015

The concept and main stages of the creative process. Distinctive features of a person with non-standard thinking, six parameters of creativity. Organization of experimental work on the development of creative thinking of the individual, selection of test tasks.

term paper, added 10/22/2012

Creative thinking as a kind of human thinking in modern science. Diagnosis and development of students' creative thinking in the process of interpreting a work of art. Interpretation as a form of artistic activity of the individual.

term paper, added 06/09/2010

General idea of thinking, its main types. Creative thinking as one of the types of thinking. Theories of thinking in psychology. Insight-creative thinking and its role in the creative process, the structure of insight and the emotional prerequisites for its appearance.

term paper, added 01/30/2011

Definition of the concept of "creative thinking" in psychology. Prognostic thinking: to the problem of correlation of concepts. The study of individual differences in the manifestation of intelligence. The study of the theory of creativity, the ability of a person to divergent thinking.

term paper, added 09/09/2015

The concept and psychological justification of thinking as the highest form of human cognitive activity, the principles of its formation and significance in human life. Types and functions, the nature of the main operations. Criteria for evaluating the effectiveness of this process.

presentation, added 04/15/2015

The mechanism of creative thinking, logic and intuition as its components. The process of creative problem solving. The concept of intuition and its main types. Heuristic intuition and "intuition-judgment". Intuitive decision as a key link in the creative process.

abstract, added 04/25/2010

Imagination is a special form of the human psyche. Assessment of the nature of imagination and problems of creative thinking from the standpoint of psychology. The role of imagination in the process of creative thinking in artistic and scientific creativity. Stages of artistic creation.

term paper, added 12/06/2010

Thinking as the highest cognitive mental process. Stages of formation and conditional classification of types of thinking, adopted in modern psychology. Features of the development of visual-effective and visual-figurative thinking in younger students.

term paper, added 12/29/2010

The concept of creativity and creative thinking. Diagnostics of intellectual and creative abilities, conditions for their formation and development. Modern research of creative thinking in domestic and foreign psychology. Methods for diagnosing intelligence.

Creative thinking- one of the types of thinking, characterized by the creation of a subjectively new product and neoplasms in the course of the cognitive activity itself to create it. These neoplasms relate to motivation, goals, assessments and meanings. Creative thinking is different from the processes of applying ready-made knowledge and skills, called reproductive thinking.

Creation- the mental process of creating new values and, as it were, a continuation and replacement of a child's game. This is an activity, the result of which is the creation of new material and spiritual values.

Being essentially a cultural and historical phenomenon, creativity also has a psychological aspect - personal and procedural. It assumes that the subject has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty, originality, and uniqueness. The study of these personality traits revealed the important role of imagination, intuition, unconscious components of mental activity, as well as the personality's need for self-actualization, for revealing and expanding one's creative abilities. Creative imagination occupies a special place in creativity. Along with imagination, creativity includes the intensive work of thinking, it is permeated with emotionality and will. But it is not limited to one imagination, one thought or one feeling.

Domestic psychologists and teachers about the problem of creative thinking.

Domestic psychologists and teachers (L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, N.N. Poddyakov, N.A. Vetlugina, N.P. Sakulina, E.A. Flerina, etc.) proved that the creative abilities of children are already manifested at preschool age. L. S. Vygotsky wrote about the problem of creativity: “We call creative activity such human activity that creates something new, it doesn’t matter whether it is some thing of the outside world created by creative activity or a certain construction of the mind or feeling, living and being revealed only in the person himself. Any such activity of a person, the result of which is not the reproduction of impressions or actions that were in his experience, but the creation of new images or actions, will belong to this second kind of creative or combining behavior. The brain is not only an organ that preserves and reproduces our previous experience, it is also an organ that combines, creatively processes and creates new positions and new behavior from the elements of this previous experience. If man's activity were limited to a mere reproduction of the old, then man would be a being turned only to the past, and would be able to adapt to the future only insofar as it reproduces this past. It is the creative activity of a person that makes him a creature facing the future, creating it and modifying its present.

Features of creative thinking in the research of R. Arnheim.

Creative thinking is not necessarily associated with only one of the types of thinking, say, verbal-logical; it may well be both practical and figurative. R. Arnheim notes that to see the properties of an object means to perceive it as an example of the embodiment of a certain general concept, that any perception consists in highlighting previously abstracted features. Consequently, the abstract is contained not only in thinking, but also in other cognitive processes. On this occasion, R. Arnheim writes that the elements of thinking in perception and perception in thinking complement each other. "They turn human cognition into a single process that leads inextricably from the elementary acquisition of sensory information to the most generalized theoretical ideas."

Definition of creative thinking by J. Gilford

What is creative thinking? One of the first who tried to formulate an answer to this question 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 strives 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. In the course of research on creative thinking, conditions have been identified that contribute to or hinder the rapid finding of a solution to a creative problem. Here are the terms in summary form:

Creative people often surprisingly combine the maturity of thinking, deep knowledge, various abilities, skills, and peculiar "childish" features in their views on the surrounding reality, in behavior and actions. What prevents a person from being a creative person and showing originality of thinking? Is it only the lack of developed creative abilities, or is it also something else that is not directly related to creativity as such? G. Lindsay, K. Hull and R. Thompson give their answer to this question. They believe that not only insufficiently developed abilities can act as a serious obstacle to creative thinking, but also, in particular:

1. The tendency to conformism, expressed in the desire to be like other people, dominating over creativity, not to differ from them in their judgments and actions.

2. Fear of being a "black sheep" among people, of seeming stupid or ridiculous in their judgments.

3. Fear of seeming too extravagant, even aggressive in their rejection and criticism of other people's opinions.

4. Fear of retribution from another person whose position we criticize. When we criticize a person, we usually elicit a response from him. The fear of such a reaction often acts as an obstacle to the development of one's own creative thinking.

6. Highly developed anxiety. A person with this quality usually suffers from increased self-doubt, and is afraid to openly express his ideas.

The way out of this situation is to develop both critical and creative thinking in the child from childhood. The intellectual faculties of a person, as it turned out, suffer greatly from frequent failures. If people are offered for a sufficiently long period of time to solve only difficult, beyond their mind tasks, and then given easier ones, then even with these latter, after long failures, they will cope poorly. Not all creative adults necessarily do well in school. When compared with less creative people, there are many remarkable differences. The most interesting of them was the combination of intellectual maturity and "childish" character traits in creative personalities. 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. In the first years of life, the intellectual development of children is faster, but then, starting at about the age of 7-8 years, it gradually slows down.

The problem of creative thinking in cognitive psychology (R.L. Solso, G. Wallace) Solso R.L. notes that the problem of creative thinking is understudied, that, ironically - and in reproach to modern cognitive science - over the past 20 years, not a single major theory has emerged (as was the case with memory or perception) that could unite scattered and sometimes conflicting studies of creativity. The absence of a general theory indicates both the difficulty of this topic and the insufficient attention paid to it by the general scientific community. And yet this topic is widely stated as an important part of everyday life and education. Many years ago in the history of cognitive psychology, G. Wallace described four sequential stages of the creative process: 1. Preparation: Formulation of the problem and initial attempts to solve it. 2. Incubation: Distracting from the task and switching to another subject. 3. Enlightenment. Intuitive insight into the essence of the problem. 4.Verification: Testing and/or implementation of the solution. Wallace's four stages have received little empirical support; however, the psychological literature is replete with reports of introspection of people who have given rise to creative thought. The most famous of these explanations is due to Poincaré, the French mathematician who discovered the properties of automorphic functions. After working on the equations for some time and making some important discoveries (the preparatory stage), he decided to go on a geological excursion. During the trip, he "forgot" about his mathematical work (incubation stage). Then Poincaré writes about the dramatic moment of insight. "When we arrived at Coutances, we were getting on the omnibus to go somewhere else. And the moment I put my foot on the bandwagon, the idea came to me, without any apparent preparation of thought, that the transformations that I used in the definition of automorphic functions , are identical to non-Euclidean geometry transformations." The author writes that when he returned home, he checked these results at his leisure. Wallace's four-stage model of the creative process has given us a conceptual framework for analyzing creativity.

Modern research of creative thinking in domestic and foreign psychology.

Fundamental research on the psychology of creativity, general and special abilities has been carried out in our country and abroad. The genetic prerequisites for individual differences have been studied. At the same time, there are still no methods for a comprehensive diagnosis of general and specific giftedness. Divergent (creative) thinking also remains insufficiently studied. The scientists came to the conclusion that creativity is not the same as learning ability and is rarely reflected in tests aimed at determining IQ. At this stage, the interest of researchers is not so much the personality of a scientist (a prudent, accurate and critically thinking person), but the personality of an inventor (a non-standard, original and witty person). As a result of experimental studies, among the abilities of the individual, a special kind of ability was singled out - to generate unusual ideas, deviate from traditional patterns in thinking, and quickly resolve problem situations. This ability was called creativity (creativity). Creativity covers a certain set of mental and personal qualities that determine the ability to be creative. One of the components of creativity is the ability of the individual to divergent thinking. Problems of creativity have been widely developed in domestic psychology. Currently, researchers are searching for an integral indicator that characterizes a creative person. This indicator can be defined as some combination of intellectual and motivational factors, or it can be considered as a continuous unity of procedural and personal components of thinking and creative thinking (A.V. Brushlinsky). A great contribution to the development of problems of abilities, giftedness, and creative thinking was made by such psychologists as B.M. Teplov, S.L. Rubinstein, B.G. Ananiev, N.S. Leites, V.A. Krutetsky, A.G. Kovalev, K.K. Platonov, A.M. Matyushkin, V.D. Shadrikov, Yu.D. Babaeva, V.N. Druzhinin, I.I. Ilyasov, V.I. Panov, I.V. Kalish, M.A. Cold, N.B. Shumakova, V.S. Yurkevich and others. Foreign scientists also deeply studied creative thinking. Some people, according to Bruner, have certain abilities for new and unusual encoding of information. Gallach and Kogan found that creative children scored higher on tests of breadth of categorization. The cognitive sphere of creative individuals is characterized by the presence of broad categories, synthetic perception of the surrounding world, and a high level of cognitive flexibility. P. Thorens conducted a study of creative thinking and obtained the following results: creativity has a peak at the age of 3.5 to 4.5 years, and also increases in the first three years of schooling, decreases in the next few years and then gets an impetus to development. Creativity is ambiguously dependent on education. Most children lose their spontaneous fearlessness if they become "civilized".

Stages of development of creative thinking of preschool children.

In children, creativity develops gradually, passing through several stages of development. These stages proceed sequentially: before being ready for the next stage, the child must necessarily master the qualities that are formed on the previous ones. Studies of children's creativity make it possible to single out at least three stages in the development of creative thinking: visual-effective, causal, and heuristic.

Visual-active thinking.

Thinking is born from action. In infancy and early life, it is inseparable from action. In the process of manipulating objects, the child solves various mental problems. For example, playing with collapsible toys such as puzzles, pyramids, nesting dolls, the child practically, by trial and error, looks for the principles of their disassembly and assembly, learns to take into account and correlate the size and shape of various parts. By the age of five or six, children learn to perform mental actions. The objects of manipulation are no longer real objects, but their images of representation. Most often, children present a visual, visual image of an object. Therefore, the thinking of a preschool child is called visual-effective. Very important for the development of thinking are tasks for the study of the image-representation. By the age of five, children learn to divide a representation into separate parts, analyze the contours of an object, compare similar objects with each other and find similarities and differences. The selection of individual components of the image allows the child to combine the details of different images, inventing new, fantastic objects or phenomena. Thus, a child can imagine an animal that combines the parts of many animals and therefore possesses qualities that no existing animal in the world has. In psychology, this ability is called fantasy. The fantasy of a child at the first stage of development of creative thinking is still very limited. The child still thinks too realistically and cannot break away from habitual images, ways of using things, the most probable chains of events. Thus, one of the directions for the development of creativity at the stage of visual-effective thinking is going beyond the usual mental stereotypes. This quality of creative thinking is called originality, and it depends on the ability to mentally connect distant, not usually connected in life, images of objects.

Causal Thinking

It is known that objects and phenomena of reality are in various connections and relationships: causal, temporal, conditional, functional, spatial, etc. The preschooler's visual-effective thinking allows him to understand spatial and temporal relationships. It is more difficult to comprehend causal relationships. The real causes of events, as a rule, are hidden from direct perception, are not visible, and do not come to the fore. To reveal them, you need to distract from the secondary, random. Therefore, causal thinking is associated with going beyond the imagined image of the situation and considering it in a broader theoretical context. The study of the cognitive activity of children shows that by the end of elementary school there is a surge in research activity. By the age of 8-9, children, while reading or observing various phenomena of life, begin to formulate search questions that they themselves are trying to find the answer to. By the age of 11-12, almost all children direct their research activity by formulating search questions. This is because students are trying to understand and comprehend the cause-and-effect relationships and the laws of the occurrence of various events. The research activity of children at the stage of causal thinking is characterized by two qualities: the growth of independence of mental activity and the growth of critical thinking. Thanks to independence, the child learns to control his thinking: to set research goals, put forward hypotheses of cause-and-effect relationships, consider the facts known to him from the standpoint of the hypotheses put forward. These abilities are, without a doubt, the basic prerequisites for creativity at the stage of causal thinking. Critical thinking is manifested in the fact that children begin to evaluate their own and other people's activities in terms of the laws and rules of nature and society. On the one hand, thanks to children's awareness of the rules and laws, their creativity becomes more meaningful, logical, and believable. On the other hand, being critical can hinder creativity, as hypotheses may seem silly, unrealistic, and discarded at the stage of hypotheses. Such self-restraint serves as an opportunity for the emergence of new, original ideas.

heuristic thinking

As children grow older, they are faced with a large number of situations where it is impossible to single out one cause of an event. Many social and natural phenomena are caused by a wide variety of factors. Forecasts of the development of these phenomena are of a probabilistic nature, which indicates their approximate accuracy and reliability. Typical examples of situations with probabilistic forecasts are weather forecasts, the outcome of a chess game, industrial or domestic conflict, etc. In all these cases, causal thinking is insufficient. There is a need for a preliminary assessment of the situation and the choice among the many options and the abundance of factors that have a significant impact on the course of events. In this case, the choice is carried out based on a number of criteria, rules that allow narrowing the "search area", making it more abbreviated, selective. Thinking, which, based on the criteria of selective search, allows you to solve complex, uncertain, problematic situations, is called heuristic. Heuristic thinking is formed approximately by the age of 12-14. The study of the thinking of children and adolescents shows that, compared with younger students, adolescents examine the problem situation in a different way. Between the ages of 9 and 11, children's exploratory activity is very high. Children ask a wide variety of exploratory questions relating to many different aspects of the situation. Adolescents immediately focus on one or more hypotheses. This saves time, allows you to work out problematic aspects in more depth, although it can lead to getting stuck on an ineffective idea. Criteria rules, called heuristics, help to narrow the "search area". With a creative approach to the problem, the solver, in addition to the well-known, generally accepted heuristics, can develop rules for himself that are suitable for a particular situation. This is especially important in non-standard tasks that have no analogues of the solution, and problem situations with “blurred boundaries”. In such tasks, the problem itself is not always clearly defined and therefore needs to be finalized. Thus, the solver is required to be able to build a problem situation: to highlight the problem, the criteria for an optimal solution, to separate the main from the secondary, to rank objects and objects in order of importance. The biggest psychological danger in heuristic thinking is too hasty acceptance of a seemingly optimal solution. You can overcome this danger if you try to find several solutions and compare them to choose the best one.

The influence of intelligence on the development of creative thinking in preschool children.

According to the model of P. Thorens, the intellect is the basis of creativity. An intellectual may not be a creative person, but a person with low intelligence will never be creative. P. Thorens proposed a model of the intellectual threshold: up to the level of IQ<120 креативность и интеллект образуют единый фактор, выше этого порога факторы креативности и интеллекта проявляются как независимые. В творческом процессе присутствует и конвергентное и дивергентное мышление. Чем из более отдаленных областей берутся элементы проблемы, тем более креативным является процесс его решения. Суть творчества – в способности преодолевать стереотипы на конечном этапе мыслительного синтеза и широте поля ассоциации. У детей дошкольного возраста активно развивается вербальное творческое мышление. Это умение задавать информативные вопросы, устанавливать возможные причины следствия применительно к ситуации, предлагать оригинальные способы применения обычных предметов, умение строить предположения. На развитие творческих способностей детей дошкольного возраста оказывают влияние следующие факторы:

1) intelligence as an ability;

2) knowledge;

3) style of thinking;

4) individual traits;

5) motivation;

6) external environment.

If later the child develops too much analytical abilities to the detriment of synthetic (a new vision of the problem, overcoming the boundaries of ordinary consciousness) and practical abilities, then he will be a good critic, but not a creative person. Synthetic ability, not supported by analytical practice, generates new ideas, but ideas are useless and not confirmed by research. Practical ability without the other two can lead to the sale of low-quality, but brightly presented ideas to the public. The influence of knowledge can be both positive and negative: a person must imagine what exactly he is going to do. Knowledge that is too well-established can limit the horizons of the researcher, deprive him of a fresh look at the problem. Creativity implies the ability to take reasonable risks, willingness to overcome obstacles, intrinsic motivation, tolerance for uncertainty, willingness to resist the opinions of others. Creativity requires independence of thinking from stereotypes and external influence. A creative person is able to independently pose problems and solve them autonomously. Various deviations are considered a manifestation of creativity: from accentuations to manifestations of autistic thinking. But as a criterion for the manifestation of creativity, it is necessary to have meaningfulness.

Today, the most creative and caring people succeed in the social sphere, economy, education and industry. Logical thinking is necessary, but it alone is no longer enough. Organizations are looking for employees who can find innovative solutions. Fortunately, anyone can develop creativity. How exactly? Read about it in our news"flexible mind" . And now - a few tips and exercises from it.

"Free" thoughts

When solving problems, we rely on past experience, what happened before or what we once dealt with. Unconsciously we ask ourselves: what have I learned in life? After that, we choose the most promising approach and reject the rest.

Such thinking lacks flexibility, it generates standard and unoriginal ideas. The solutions found with its help exactly repeat our past experience or - at least - outwardly similar to it.

With a creative approach, we do not rush to the problem, armed with past experience, but ask ourselves: how many points of view are there on it, ways to rethink and solve it? The goal is to come up with as many answers as possible, including non-template ones.

One form of creative thinking, conceptual blending, allows associations to be made between different themes. Kids are real experts at this. Their thoughts are like water: just as pure, fluid and all-encompassing. Everything is mixed and combined, many connections are created. Therefore, children spontaneously create.

In school, we are taught to define, discriminate, separate, and categorize. In later life, these categories remain separated and do not touch. The "liquid" thinking of the child seems to freeze in an ice mold, where each cell is a category. That is why it is so difficult for many to use their imagination and creativity.

For new opportunities, you need to “free” your thoughts. Fortunately, our brain is able to learn and change until death. This means that we can increase our creativity if we practice.

Warming up for the brain: creating associations

Choose four words at random.Come up with a criterion by which one becomes superfluous.For example: dog, cloud, water and door.

Criterion 1: The dog, water, and door can be in the house, but the cloud is not.

Criterion 2: The words "dog", "water" and "cloud" contain the letter "o", but the word "door" does not. And so on…

Additional techniques:

Randomly choose six words and divide them into two groups of three words. Each group should have its own selection principle.

Make two lists (A and B) of four words each. Come up with a criterion by which a word from list A is associated with a word from list B.

Make a list of five words chosen at random. Choose one of the five words and find principles by which it can be connected with the other four.

- Choose any two words. Create a murder scene with these two words. Add three more words chosen at random. Each of them must become evidence. With the help of this evidence, come up with the circumstances of the murder and the suspect.

Pick four words at random. Using exactly these words (not derivatives and not associations), come up with a newspaper headline. Write an abstract for this article.

Formulate a task

What is the essence of your creative task? Can you describe her in one sentence of six words? “Do what no one has ever done”, “Clients who are happy to use my product”, “Pass all exams this session”, “Stay happy as a bachelor for as long as possible”, etc.

Describing a complex problem in one sentence of six words stimulates your imagination. The more precise the wording, the easier it is to find a solution. Imagine that a creative task is a drawing on a box, without which it is difficult to assemble a puzzle.

100 ideas

One of the obstacles to creativity: when you have a good idea, it can prevent you from coming up with a better one. Therefore, you need to produce ideas without thinking about whether they are good or bad, whether they can be implemented, whether they will solve the problem.

Give yourself the opportunity to think uncensored. To do this, set a goal in terms of time and number of ideas. Thus, you direct creative energy in the right direction. Innovative companies most often set a quota of 100 ideas per hour. Let's try it too.

Come up with and write down 100 uses for bricks. You will see that the first 10-20 will be standard, familiar, well-known: build a wall, climb higher, build a grill, maintain bookshelves, etc. The next 30-50 ideas will be more original. As you get closer to 100, your brain will start making extra effort and produce more creative and unconventional alternatives.

For this process to be most effective, you need to curb your inner critic and start writing down all ideas, including the most obvious and bad ones. The first third will most likely include old, identical ideas, the second third will contain more interesting ones, and the last third will most likely reveal noteworthy, unexpected and difficult inventions. If we had not set ourselves the goal of producing so many ideas, these last thirty would not have seen the light of day.

Get rid of the routine

Routine often becomes the enemy of creativity. Make changes to your daily routine. Make a list of what you do out of habit, always the same. Usually, activities from such a list are performed almost thoughtlessly.

Try changing the way you do them a little over the course of a week, day, or month. For example, take a different route to work or school, change your sleep and work hours, start reading a different newspaper, meet new people, drink juice instead of tea, go to a different restaurant, take a bubble bath instead of a shower, watch a different TV program, etc. d.

Technique: questions

Most have been taught not to question authority, especially at work, school, or family. Because of this, we rarely ask the right questions. To achieve a fresh look and develop curiosity, you need to constantly doubt everything. Make it part of your daily life.

Why?This question helps to understand the current state of affairs, to question the generally accepted opinion.

What if?..It helps to explore new possibilities, to imagine what will happen to the world if you change something or implement a new idea.

Why not?This question will help you understand the limitations and factors that stand in the way of positive change.

If you need to get to the bottom of a problem, use the five whys method:

1. Why do people prefer competitors' fries over ours? Because it tastes better.

2. Why is it tastier? Because their seasonings are better than ours.

3. Why are their seasonings better than ours? Because their chef is the best.

4. Why is our chef worse? Because we considered the change of chef to be unimportant, and for twenty years now we have been working with an incompetent employee.

5. Why haven't we hired a new chef yet? Because no one dared to offer it to the owner.

mental maps

Mind maps are one of the simplest and most effective tools for releasing creativity. They were designed by British scientist Tony Buzan, inspired by Leonardo da Vinci's notebooks.

Today, mind maps form an integral part of training courses and problem-solving methods in many companies and institutions. You can use them for personal purposes such as holiday planning.

This technique allows you to generate many ideas in a short time and present a large amount of information in a limited space. All key concepts related to a particular topic will be organized in such a way as to encourage the search for associations.

It is the search for connections between ideas that makes us more creative.

1. Take a white sheet, the more the better, and five or six markers or colored pencils. Lay the sheet in front of you horizontally. In the center of the sheet, draw or symbolize the theme of your card as brightly as possible. Don't worry about the quality of the drawing. Use different colors.

2. Having completed the central image, begin to write down the most significant ideas along the lines emanating from the center. Then add keywords and concepts to them, like branches of a tree. Feel free to form associations and try to complete the sheet as quickly as possible. Generating ideas in the form of keywords is easy.

3. Once you feel that you have collected enough material through free association, look at the result. All your ideas are on a piece of paper. You will notice connections that help organize and summarize these ideas. If there is a repeated word, it may be something important. Connect different parts of the map with arrows, codes and colors. Delete unnecessary parts of the map.

Don't forget to use images as they serve as anchors for remembering keywords. Try to write one word per line. It trains attention and disciplines. The mental map can be endless. It is completed only when there is enough information to solve the creative problem.

Reading, silence, play

It is well known that the right hemisphere is most active in the process of creativity. All of these techniques help to train neural networks in this area. And here are a few more ways:

1. Reading stories, short stories and novels. Fiction develops the intellectual abilities needed to think differently, more creatively.

2. Silence. By engaging in activities that do not involve talking, we significantly suppress the activity of the left hemisphere. Thus, we reduce the activity of dominant thought patterns in neural networks, as if reducing the volume of our consciousness.

3. Any activity or game that trains the imagination. Puzzles, board games, crosswords, theatrical, musical or dance improvisations, and many other activities not only train our ability to produce different ideas, but also allow us to see the entertaining side of the creative process.

1.1. The concept of creative thinking, its essence

In practical and theoretical activity, a person is faced with tasks or facts for which there are no suitable methods and concepts in his thinking. It happens that the tasks that a person is faced with cannot be solved using methods already known to mankind.

In order to adapt in modern society and navigate the huge flow of constantly changing information, you need to think independently, creatively, and children need to be taught this.

Primary school age is the most important stage of school childhood. Full living of this age, its positive acquisitions are the necessary basis on which the further development of the child is built as an active subject of knowledge and activity. The main task of adults in working with children of primary school age is to create optimal conditions for the disclosure and realization of the capabilities of children, taking into account the individuality of each child.

Formation is the activity of either an experimenter-researcher or a teacher associated with the organization of the assimilation of a certain element of social experience (concepts, actions) by a student.

Termformationusually used when it comes to what the student acquires: a concept, a skill, a new type of activity (Talyzina, 1998)

In the study of A.N. Luke indicates that creativity is the creation of a new one. The concept of creativity presupposes a personal beginning, and the corresponding word is used primarily in relation to human activity (Luk, 1988).

Thinking is the highest cognitive process. It is a product of new knowledge, an active form of creative reflection and transformation of reality by a person. Thinking generates such a result, which does not exist either in reality itself or in the subject at a given moment in time. Thinking (animals also have it in elementary forms) can also be understood as the acquisition of new knowledge, the creative transformation of existing ideas (Vygotsky, 1991).

Creative thinking is thinking, the result of which is the discovery of a fundamentally new or improved solution to a particular problem. Creative thinking is aimed at creating new ideas (Ponomarev, 1960).

The main thing for creative thinking is the ability to embrace reality in all its respects, and not only in those that are fixed in the usual concepts and ideas. In order to more fully discover the properties of a certain area of reality, one must know all the facts relating to it. In order to discover the inadequacy of the concepts and methods of thinking that embrace them, one must master these concepts and methods. Hence the huge role of knowledge and skills in creative thinking.

Creative 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 solve a problem on the basis of 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 solving the problem: this need ensures high activity. problem solving subject. Awareness of the need itself speaks of the creation of a problem situation in a person (Luk, 1988).

Creativity is a combination of personally significant and personally valuable aspirations, ideals, beliefs, attitudes, positions, relationships, beliefs, human activities, relationships with others (Gafitulin, 1990).

Currently, there are many approaches to the definition of creativity, as well as concepts related to this definition: creativity, innovative thinking, productive thinking, creative act, creative activity, creative abilities and others (V.M. Bekhterev, N.A. Vetlugina, V. N. Druzhinin, Ya. A. Ponomarev, A. Rebera, etc.) (Rubinshtein, 2000).

In foreign psychology, creative thinking is more often associated with the term "creativity". Creativity is the ability to generate unusual ideas, deviate from traditional thinking patterns, and quickly solve problem situations (Bukhvalov, 2004).

Hence creativity and creativity are synonymous.

To determine the level of creativity, J. Gilford singled out 16 hypothetical intellectual abilities that characterize creativity. Among them:

1) fluency of thought - the number of ideas that arise per unit of time;

2) flexibility of thought - the ability to switch from one idea to another;

3) originality - the ability to produce ideas that differ from generally accepted views;

4) curiosity - sensitivity to problems in the surrounding world;

5) the ability to develop a hypothesis;

6) unreality - the logical independence of the reaction from the stimulus;

7) fantastic - complete isolation of the answer from reality in the presence of a logical connection between the stimulus and the reaction;

8) the ability to solve problems, i.e. ability to analyze and synthesize;

9) the ability to improve the object by adding details; it. d.

E. P. Torrens identifies four main parameters that characterize creativity: ease - the speed of completing text tasks; flexibility - the number of switches from one class of objects to another in the course of responses; originality - the minimum frequency of a given response to a homogeneous group; accuracy of tasks.

In domestic psychology, the problems of human creative thinking are also widely developed. It is posed as a problem of productive thinking in contrast to reproductive. Psychologists are unanimous in recognizing that productive and reproductive components are intertwined in any thought process. Much attention is paid to revealing the essence of creative thinking, revealing the mechanisms of creative activity and the nature of creative thinking.

I. Ya. Lerner characterizes creative thinking by its product: in the process of creativity, students create subjectively new things, while showing their individuality (Lerner, 1974).

According to V. N. Druzhinin, creative thinking is thinking associated with the transformation of knowledge (here he includes imagination, fantasy, generation of hypotheses, etc.) (Druzhinin, 1999).

The essence of creative thinking is reduced, according to Ya.A. Ponomarev, to intellectual activity and sensuality to by-products of one's activity (Ponomarev Ya.V, 1960).

Ya.A. Ponomarev, V.N. Druzhinin, V.N. Pushkin and other domestic psychologists consider the main sign of thinking to be the mismatch of the goal (concept, program) and the result. Creative thinking arises in the process of implementation and is associated with the generation of a “by-product”, which is the creative result.

Highlighting the signs of a creative act, all researchers emphasize its unconsciousness, uncontrollability by will and mind, as well as an altered state of consciousness.

Thus, the main feature of creative thinking is associated with the specifics of the process in the holistic psyche as a system that generates the activity of the individual.

The formation and development of children's creativity is one of the urgent problems of modern pedagogy.

Psychologists have found that 37% of six-year-olds have a high potential for creative activity, in seven-year-olds this figure drops to 17%. Only 2% of creatively active individuals have been identified among adults (Sysun, 2006).

Two personal qualities are associated with creative thinking: the intensity of search motivation and sensitivity to side formations that arise during the thought process.

I.L. Lerner believes that the basis of creative thinking are the following features:

Independent transfer of knowledge and skills to a new situation;

Seeing new problems in familiar, standard conditions;

Seeing a new function of a familiar object;

Vision of the structure of the object to be studied, that is, a quick, sometimes instant coverage of the parts, elements of the object in their relationship to each other;

The ability to see an alternative solution, an alternative approach to its search;

The ability to combine previously found ways to solve a problem in a new way and the ability to create an original way of solving with the fame of others (Lerner, 1974).

Having mastered these traits, you can develop them to a level due to natural inclinations and diligence. However, the listed features are characterized by one ability - "they are not assimilated as a result of receiving information or showing an action, they cannot be transferred except by inclusion in a feasible activity that requires the manifestation of certain creative features and thereby forms these features" (Lerner, 1974).

V.A. Krutetsky presents the structure of creative thinking in mathematics as follows:

Ability to perceive mathematical material, grasping the formal structure of tasks;

The ability for logical thinking in the field of quantitative and qualitative relations, numerical and sign symbolism, the ability to think in mathematical symbols;

The ability to improve the process of mathematical reasoning and the system of corresponding actions, the ability to think in folded structures;

Flexibility of thought processes in mathematical activity;

Striving for clarity, simplicity, economy and rationality of the solution;

The ability to quickly and freely restructure the direction of the thought process, switching from direct to reverse thought;

Mathematical memory (generalized memory for mathematical relations, typical characteristics, reasoning and proof schemes, problem solving methods and principles of transition to them);

Mathematical Orientation of the Mind (Krutetsky, 1968)

Also to the creative thinking of V.A. Krutetsky attributes the following "non-essential" components: the speed of thought processes as a temporal characteristic; computing ability; memory for numbers, numbers, formulas; ability to spatial relationships; the ability to visualize abstract mathematical relationships and dependencies (Krutetsky, 1968).

The structure of creative thinking is presented in the formula: "mathematical talent is characterized by generalized, convoluted and flexible thinking in the field of mathematical relations, numerical and symbolic symbolism, and a mathematical mindset."

D.B. Bogoyavlenskaya singled out a unit of measurement of creativity, called "intellectual initiative". It is considered as a synthesis of the mental abilities and motivational structure of the personality, manifested in the continuation of mental activity beyond the required, beyond the solution of the problem that is put before the person. The main role in determining creative behavior is played by motivations, values, and personality traits. The main features include: cognitive giftedness, sensitivity to problems, independence in uncertain and difficult situations.

Aleinikov A.G. argues that creativity can and should be taught from childhood. It should be noted a fairly common opinion that the ability to be creative is a "gift of God" and therefore it is impossible to teach creativity. However, a study of the history of technology and inventions, the creative life of outstanding scientists and inventors shows that, along with a high level of fundamental knowledge, all of them also possessed a special mentality or algorithm, as well as special knowledge representing heuristic methods and techniques. Moreover, the latter often developed themselves(Aleinikov, 1989).

The indicators that characterize creative thinking and on which we will base our research are the following: fluency, flexibility and originality of thought.

Fluency includes two components: ease of thinking, i.e. the speed of switching - text tasks and the accuracy of the task.

The flexibility of the thought process is the switch from one idea to another. The ability to find several different ways to solve the same problem.

Originality is the minimum frequency of a given response to a homogeneous group.

So, in domestic psychology, research on creative thinking is theoretically substantiated, individual differences are analyzed not only from a quantitative, but also from a qualitative point of view. However, there is still little research in this area.

REFERENCES

Aleinikov, A. G. About creative pedagogy / A. G. Aleinikov // Higher School Bulletin. - 1989. - No. 12.

Braitovskaya S. I. The simplest research tasks. /WITH. I. Brightovskaya.// Primary school.-1996-№9-p.72.

Bukhvalov V. A. Algorithms for activating creative thinking // School psychologist. - 2004. - No. 4.

Vygotsky L.S. Imagination and creativity in childhood./L.S. Vygotsky. - M.: Enlightenment, 1991. - 93p.

Vygotsky L.S. Child psychology./ed. D. B. Elkonin. - M .: Pedagogy, 1984. - 432 p.

Vygotsky L.S. Play and its role in the mental development of the child. /L. S. Vygotsky. //Questions of psychology. - 1996 - No. 6 - p. 46.

Galperin P. Ya. To the psychology of creative thinking./ P. Ya. Galperin, NR Kotik.// Questions of psychology. - 1982 - No. 5 - p. 45.

Grebtsova N.I. Development of students' thinking. //Elementary School. - 1994. - No. 11. - P.24-27.

Druzhinin V.P. Psychodiagnostics of general abilities. / V.N. Druzhinin. - M .: Academy, 1996. - 224 p.

Krutetsky V. A. Psychology of mathematical abilities of schoolchildren./ V. A. Krutetsky. - M .: Education, 1968. - 432 p.

Lerner I. Ya. Problem-based learning./ I. Ya Lerner. - M.: Knowledge, 1974. - 64 p.

Luk A.N. Thinking and creativity. – M.: Nauka, 1988. – 133 p.

Podlasy I. P. Pedagogy. / I. P. Podlasy. - M .: Education, 1996. - 432 p.

With the help of thinking, a person creates in the brain a mediated and generalized idea of the surrounding reality, something that cannot be perceived directly by the senses - to see, touch, smell, etc. - a person imagines, based on the acquired experience.

Imagination helps him to be transported into the past and the future, planning his own activities and anticipating the results in advance. Thus, what cannot be known directly is known indirectly, unknown qualities are determined with the help of known ones.

Types of thinking

Thanks to the ability for creative thinking, a person has managed not only to adapt himself to the environment - all living beings can do this - but also to adapt the environment to his own needs, rebuilding and processing, making it comfortable.

This gave man advantages over other inhabitants of the planet.

Thinking developed in stages, and during the existence of man it has been constantly improved. Here are the forms, depending on the stages of development, psychologists distinguish:

The formation of the thinking abilities of a reasonable person began with effective thinking, which helped our ancestors create objects that make it easier, for example, to obtain food - a factor that plays a decisive role in the issue of survival. After a person made a spear, there was no need to catch up with the prey - it was possible to throw a weapon at it from a distance. At this stage in the development of thinking, it had a purely practical application - people invented tools for a specific purpose, in order to immediately use them. In its infancy, practical thinking is present in some species of primates - examples are known when a chimpanzee or orangutan found a long stick and tried to knock down a fruit hanging on a tree with it.
The next step was visual-figurative thinking. At this stage, a person has gained the ability to imagine in his mind various actions with objects known to him, without seeing them in front of him. Also, this type of thinking allows you to recognize already known features in unfamiliar objects and make assumptions about their purpose on this basis. So, a person who has seen a large spear will easily guess what a dart is.
Verbal-logical thinking appeared as a result of the development of the language - the more complex it became and the more abstract concepts it could express, the more profound and expanded the thinking became. With the help of this type of mental activity, people have learned to create abstract concepts. It was this kind of thinking that helped to take a step from the simplest practical measurements of something to the creation of the science of geometry, the formulation of its concepts and patterns.
From here it was a stone's throw to creative thinking, which includes all the previously listed types of mental activity and allows you to compose novels, paint pictures and music, make discoveries and make inventions. After the advent of creative thinking, the process of creating a new one accelerated incomparably - revolutionary changes and achievements in various spheres of human activity became possible throughout the life of one generation.

Imagination is essential to creative thinking. Unlike sensory perception, imagination allows you to imagine - to imagine - objects, phenomena and events that do not exist and did not actually exist. Imagination can be active and passive.

In the first case, the images he created are based on the surrounding reality. They arise in the head of a person, obeying his will, and reflect part of his personality, feelings and experiences. It is active imagination that is necessary for inventions and creativity.

The images of the passive imagination come spontaneously, regardless of the will of the person, and very rarely serve as a source of something productive.

The power of imagination helps a person to relieve the tension that arises in anticipation of certain events. When he imagines his desire has already been fulfilled, it is easier for him to wait for its actual fulfillment, and the presentation of some kind of unpleasant situation helps to prepare psychologically for its possible occurrence.

Positive images that are born in the imagination serve as the basis for auto-suggestion (self-hypnosis) and help relieve stress. Imagination regulates cognitive abilities - sensory perception, memory, attention, speech. With it, you can reproduce the past situation and imagine the future, planning your actions.

Features of creative thinking

Creative thinking largely depends on the individual characteristics of the individual and his mental organization. Specialists distinguish two main types of creative thinking: concrete-figurative and verbal-logical.

The first type of thinking is more conducive to the development of artistic creativity. In concrete-figurative thinking, the right hemisphere of the brain, which is sometimes called the "emotional brain", dominates.

People whose intellectual activity is dominated by the left cerebral hemisphere have a verbal-logical type of thinking. They easily operate with abstract concepts, formulas, symbols. Among people with this type of thinking, admirers of the exact sciences prevail - mathematics, physics, chemistry

The famous German psychologist Carl Jung proposed a slightly different formulation of the types of thinking. He attributed people with developed inclinations towards artistic creativity to the intuitive type, which is characterized by a predominance of emotions, as well as spontaneity of thinking.

Those in whose thinking logic prevails over emotions, Jung considered the owners of the thinking type of the intellectual process. For them, logical evidence is more important, and they prefer logical verification of theoretical knowledge to intuition. According to the features described, it can be understood that the thinking type is characteristic of those who are engaged in scientific research.

The features of creative thinking are inherent in any of the above human psychotypes. At the same time, both the concrete-figurative and the verbal-logical type of intelligence have a common feature - the ability to create abstractions, combining all images into one common one.

Heuristics is also characteristic of creative thinking, a sudden insight - from the ancient Greek "eureka" - "found" (according to legend, Archimedes exclaimed so, having made another discovery). This concept means the ability of thinking to go beyond the established generally accepted framework, without having a complete package of data necessary to solve a particular problem, to intuitively find the right path.

In addition, among the features of creative thinking, psychologists call the following features:

originality and originality. Creative thinkers prefer to find their own path rather than follow the beaten path. If they take on the solution of a natural science problem or the creation of a work of art, they try to come up with something new, something that has never existed and is not like anything else;
semantic flexibility - an attempt to consider a problem or subject from a different, previously unexamined point of view, in order to discover new properties or new solutions and reveal hidden potential;
figurative flexibility, the ability to change the usual view of an object, to discover new, unexpected properties and aspects that make its use unique;
spontaneous flexibility, meaning switching from one thought to another, the ability to perceive information and generate ideas, find ways to solve problems and issues where they are not visible to others.

Conclusion

The thought process is the main engine of human development. The evolutionary development of the human brain continues - it becomes more perfect. The ability for creative thinking allows Homo sapiens to climb higher on the evolutionary ladder.