Visual-figurative thinking. Visual-figurative thinking is what

1.3. Visual-figurative thinking.

Visual-figurative thinking is connected with the operation of images. This type of thinking is clearly manifested in preschoolers aged 4-6 years. The connection between thinking and practical actions, although they retain, is not as close, direct and immediate as before. In the course of the analysis and synthesis of a cognizable object, the child does not necessarily and by no means always have to touch the object that interests him with his hands. In many cases, no practical manipulation of the object is required, but in all cases it is necessary to clearly perceive and visualize this object. In other words, preschoolers think only in visual images and do not yet master concepts (in the strict sense), although they widely use words (but words still play the role of denoting objects, and not as a reflection of the essential properties of objects). The visual-figurative thinking of children is still directly and completely subordinated to their perception. Adults also use visual-figurative thinking, it allows you to give the form of an image to such things and their relationships that are not visible by themselves (the image of an atomic nucleus, the internal structure of the globe).

1.4. Verbal-logical thinking.

Verbal-logical thinking is a type of thinking carried out with the help of logical operations with concepts. Verbal-logical thinking functions on the basis of linguistic means and represents the latest stage in the historical and ontogenetic development of thinking. This type of thinking is characterized by the use of concepts, logical constructions, which sometimes do not have a direct figurative expression (cost, honesty, pride). Thanks to verbal-logical thinking, a person can establish the most general patterns, foresee the development of processes in nature and society, and generalize various visual material. At the same time, even the most abstract thinking never completely breaks away from visual-sensory experience. Any abstract concept has for each person its own specific sensual support, which cannot reflect the entire depth of the concept, but allows you not to break away from the real world.

1.5. Pre-conceptual and conceptual thinking.

In its formation, thinking goes through two stages: pre-conceptual and conceptual. Pre-conceptual thinking is the initial stage in the development of thinking in a child, when his thinking has a different organization than that of adults; children's judgments are single, about this particular subject. When explaining something, everything is reduced by them to the particular, the familiar. Most judgments are judgments by similarity, since memory plays the main role in thinking during this period. The central feature of pre-conceptual thinking is egocentrism. A child under 5 years old cannot look at himself from the outside, cannot correctly understand situations that require some detachment from his own point of view and acceptance of someone else's position. Egocentrism causes such features of children's logic as insensitivity to contradictions, syncretism (the tendency to connect everything with everything), transduction (the transition from the particular to the particular, bypassing the general), and the lack of an idea of the conservation of quantity. During normal development, there is a regular replacement of pre-conceptual thinking, where concrete images serve as components, by conceptual (abstract) thinking, where concepts serve as components and formal operations are applied.

Conceptual thinking does not come all at once, but through a series of intermediate stages. Thinking develops from concrete images to perfect concepts, designated by a word. The concept initially reflects similar, unchanged in phenomena and objects. Significant changes in the intellectual development of the child occur at school age. These shifts are expressed in the knowledge of ever deeper properties of objects, in the formation of the mental operations necessary for this. These mental operations are not yet sufficiently generalized; the thinking of children of primary school age is conceptually concrete. However, they already master some more complex forms of reasoning, realize the power of logical necessity, they develop verbal-logical thinking. In middle and senior school age, more complex cognitive tasks become available to students, mental operations are generalized, formalized, the range of their transfer and application in various new situations expands. A transition is being made from conceptual-concrete to abstract-conceptual thinking. The intellectual development of a child is characterized by a regular change of stages, where each previous stage prepares the subsequent ones.

1.6. Types of thinking.

There are theoretical and practical, intuitive and analytical, realistic and autistic, productive and reproductive thinking. Theoretical and practical thinking are distinguished by the type of tasks being solved. Theoretical thinking is the knowledge of laws, rules. The main task of practical thinking is setting a goal, creating a plan, project, scheme, its main feature is deployment under conditions of severe time pressure. A distinction is made between intuitive and analytical (logical) thinking. Analytical thinking is deployed in time, has clearly defined stages, and is largely represented in the mind of the thinking person himself. Intuitive thinking is characterized by the speed of flow, the absence of clearly defined stages, and is minimally conscious. Realistic thinking is mainly aimed at the outside world, regulated by logical laws, and autistic thinking is associated with the realization of human desires. It is important to distinguish between productive and unproductive thinking, based on the degree of novelty of the product obtained in the process of mental activity in relation to the subject's occupations. It is also necessary to distinguish involuntary thought processes from arbitrary ones: involuntary transformations of dream images and purposeful solution of mental problems.

All types of thinking are closely interconnected. Separate types of thinking are constantly mutually passing into each other. Trying to define the type of thinking, it should be remembered that this process is always relative and conditional. Usually, all possible components are involved in a person, and we should talk about the relative predominance of one or another type of thinking. Only the development of all types of thinking in their unity can ensure a correct and sufficiently complete reflection of reality by a person.

back to original state). In this case, the marked phases can be clearly differentiated or superimposed on each other. Thus, each author considers the process of motivation in his own way. For some, this is a structural-psychological approach (A. G. Kovalev, A. A. Faizullaev), for others, a biologized functional, largely reflex approach (D. V. Kolosov), for others, a gestalt-...

Emerging from the 17th century. forms of the educational process, up to the school class organized according to the principle of formal age homogeneity. The next area of social interaction that influences the development of adolescent thinking is peer society. As the time spent by children and adolescents outside the family and school increases, the proportion ...

The abilities of people, and lies the fundamental defect of the usual test definitions of intelligence. Now two approaches to the problem of thinking are opposed to each other, two conceptions of thinking that differ radically from one another precisely at the point most directly connected with the question of abilities in their development. At the same time, I want to clarify: speaking here about this or that “concept” of thinking or ...

Ribbons, stripes for measuring length. Select the material for the use of labels and measurements. Conduct a consultation for educators "Developing preschoolers' ideas about the preservation of the properties of objects." According to the following plan: a) The development of children's thinking according to Obukhova L.F. b) Psychological rationale for various conservation education strategies. c) Stages of the formulating experiment (introduce ...

Visual-figurative thinking

One of the types of thinking. Associated with the representation of situations and changes in them. With the help of M. n. the whole variety of various actual characteristics of the object is most fully recreated. In the image, the vision of an object from several points of view can be fixed simultaneously. An important feature of M. n. is the establishment of unusual, "incredible" combinations of objects and their properties. In this capacity, M. n.-o. almost indistinguishable from the imagination. M. n.-o. - one of the stages of the ontogenetic (see) development of thinking.

Brief psychological dictionary. - Rostov-on-Don: PHOENIX. L.A. Karpenko, A.V. Petrovsky, M. G. Yaroshevsky. 1998 .

Visual-figurative thinking

- one of the types of thinking is thinking, which is based on modeling and resolving a problematic situation in terms of ideas. Associated with the representation of situations and changes in them. With its help, the whole variety of various actual characteristics of an object is especially fully recreated, because the image can simultaneously record the vision of an object from several points of view.

Acting as the next stage in the development of the intellect after visual-effective thinking, this type of thinking is based on the use of certain perceptual standards, on the basis of which it is possible to reveal perceptually non-obvious connections between objects.

In the representations with which visual-figurative thinking operates, not only situationally arising connections are expressed, but also deeper, hidden essential properties that are not represented in a visual situation.

The basis for the functioning of visual-figurative thinking is the translation of the perceptual structure of a problematic situation into a system of semantic features that form certain meanings, due to which a sufficiently large breadth is achieved for the possibilities of modeling.

An important feature of visual-figurative thinking is the establishment of unusual, "incredible" combinations of objects and their properties. As such, it is practically indistinguishable from the imagination. Visual-figurative thinking is one of the stages of ontogenetic ( cm.) development of thinking.

Dictionary of practical psychologist. - M.: AST, Harvest. S. Yu. Golovin. 1998 .

THINKING IS VISUAL-FIGULATORY

view thinking, which is carried out on the basis of transformations images perception into images-representations, further changes, transformations and generalizations the subject content of representations that form a reflection of reality in a figurative-conceptual form. Psychological and genetic studies have shown that the transition from visual-effective to M. n.-o. is formed in the desire to determine the essential connections and relationships of objects and present them in a holistic, organized form. This also requires the ability to form representations in the form of operator standards, unique means of operating the image, and the ability to represent hidden possible changes and transformations of the properties and relationships of objects.

Representations can absorb a lot of accumulated experience in addition to that perceived from real conditions and thereby create a “picture” of the world of objects and phenomena that is completely unique in scale and content. analysis And generalizations. Analytical actions with the content of representations are not limited, as a rule, to highlighting situationally emerging connections, but are aimed more at discovering deeper, hidden essential properties of generalized and stable relationships that are not directly presented in a visual situation. Primary representations play a significant role in the general formation of the figurative-conceptual model of reflection. According to the method of formation and content, they are single concepts, or conceptual units from which elements models. Such concepts are formed even during visual-effective thinking as a result of the analysis and synthesis of the relationship of features and their subsequent abstraction and translation into a subject-conceptual form. It's happening Mr. o. in the process of storing, updating and processing representations.

At M. N. - about. the transformation of the visual conditions of mental actions consists, first of all, in the translation of their perceptual content into "language" semantic features, per language values. The values of objects (parts, phenomena) at a given level of reflection not only appear in the form of individual transformed units of subject content (primary representations), but are also used for the further process of generalization and establishment of functional relationships (content of secondary representations). The structure of such connections acquires a modeling character. The figurative-conceptual model serves as the basis for the formation of models of problem situations and for the generation of structures of a new knowledge. Isolation of stable relationships and structures of relationships in the form of a law allows you to move to a higher level of generalized reflection by means of visual thinking. (V. M. Gordon.)

Big psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .

See what "visual-figurative thinking" is in other dictionaries:

Category. Form of thinking. Specificity. It is characterized by the fact that it is based on the modeling and resolution of the problem situation in terms of representations. Acting as the next stage in the development of intelligence after visually effective thinking, this type ...

Visual-figurative thinking- Visually imaginative thinking thinking, which is based on the modeling and resolution of the problem situation in terms of representations. Speaking as the next stage in the development of intelligence ... Psychological Dictionary

Visual-figurative thinking- a set of methods and processes of figurative problem solving, involving a visual representation of the situation and operating with images of its constituent objects, without performing real practical actions with them. Allows the most complete ... ... Wikipedia

Dictionary-reference book on educational psychology

A type of thinking characterized by reliance on ideas and images ... Psychological and pedagogical dictionary of the officer of the educator of the ship unit

One of the types of thinking. Associated with the representation of situations and changes in them. With the help of M. n. O. the whole variety of various actual characteristics of the object is most fully recreated ... Dictionary of Educational Psychology

The process of cognitive activity aimed at reflecting the essential properties of objects (their parts, processes, phenomena) and the essence of their structural relationship. M.'s value about. due to the fact that the vision and understanding of objects and phenomena ... ... Great Psychological Encyclopedia

A way to creatively solve problematic problems in terms of figurative modeling. The basis of visual thinking is visually effective thinking and visually figurative thinking, where, when likening actions, objectively practical and sensually ... ... Great Psychological Encyclopedia

Creative thinking- The image in psychology, formed in the mind of a person, is a mental (mental) image of an object perceived by him in the environment. When a person looks and perceives an environmental object, a mental image of this object is formed in his head. ... ... Wikipedia

Books

School of little geniuses. A set for classes with children from 4 to 5 years. Getting ready to write. We learn to speak correctly. Learning to count. ABC. We develop attention, memory, thinking. Grow strong and healthy. Smart games for... (number of volumes: 7) , . The School of Little Geniuses offers a comprehensive program of activities with preschool children, covering all areas of development and education of the child and in line with the Federal ...

Visual-figurative thinking- a type of thinking that is carried out on the basis of the transformation of images of perception into images-representations, further changes, transformations and generalizations of the subject content of representations that form a reflection of reality in a figurative-conceptual form. Psychological and genetic studies have shown that the transition from visual-effective to M. n.-o. is formed in the desire to determine the essential connections and relationships of objects and present them in a holistic, organized form. This also requires the ability to form representations in the form of operator standards, unique means of operating the image, and the ability to represent hidden possible changes and transformations of the properties and relationships of objects.

Representations can absorb a lot of accumulated experience in addition to that perceived from real conditions and thereby create a “picture” of the world of objects and phenomena that is completely unique in scale and content for analysis and generalization. Analytical actions with the content of representations are not limited, as a rule, to highlighting situationally emerging connections, but are aimed more at discovering deeper, hidden essential properties of generalized and stable relationships that are not directly presented in a visual situation. Primary representations play a significant role in the general formation of the figurative-conceptual model of reflection. According to the method of formation and content, they act as single concepts, or conceptual units, from which the elements of the model are formed. Such concepts are formed even during visual-effective thinking as a result of the analysis and synthesis of the relationship of features and their subsequent abstraction and translation into a subject-conceptual form. It's happening Mr. o. in the process of storing, updating and processing representations.

In thinking, the visual-figurative transformation of the visual conditions of mental actions consists primarily in translating their perceptual content into the "language" of semantic features, into the language of meanings. The values of objects (parts, phenomena) at a given level of reflection not only appear in the form of individual transformed units of subject content (primary representations), but are also used for the further process of generalization and establishment of functional relationships (content of secondary representations). The structure of such connections acquires a modeling character. The figurative-conceptual model serves as the basis for the formation of models of problem situations and for the generation of structures of new knowledge. Isolation of stable relationships and structures of relationships in the form of a law allows you to move to a higher level of generalized reflection by means of visual thinking. (V.M. Gordon)

Psychological dictionary. A.V. Petrovsky M.G. Yaroshevsky

Visual-figurative thinking- one of the types of thinking. Associated with the representation of situations and changes in them. With the help of visual-figurative thinking, the whole variety of various actual characteristics of an object is most fully recreated. In the image, the vision of an object from several points of view can be fixed simultaneously. An important feature of M. n. is the establishment of unusual, "incredible" combinations of objects and their properties. In this quality, visually imaginative thinking is practically indistinguishable from imagination. Visual-figurative thinking is one of the ontogenetic stages (see. Ontogenesis) development of thinking.

Great Encyclopedia of Psychiatry. Zhmurov V.A.

Visual-figurative thinking- mental activity involving speech and through operations with visual images, and not just with objects. This is the earliest form of symbolic thinking, which can be used to say that children actually have thoughts. It is considered dominant in children aged 2 to 4-5 years. Children do not yet separate their thoughts from objects, thoughts about them are merged with the corresponding objects, which is why such thinking is also called syncretic (Greek synkretismos - connection, association). Children who are firmly based on sensory experience, however, become available to some mental operations, in particular, comparison, generalization, abstraction. In adults, this form is preserved, but in a more developed form, manifesting itself in practical thinking, for example, the ability to navigate and act according to the situation, excellent mastery of complex subject skills, managerial abilities.

Visually-figurative thinking in historical terms allowed a person to develop his manual skills at the highest level. So, not having any scientific information about the world around him, he knew how to perfectly hunt, fish, make fire, make simple tools, and process stones. There is, apparently, the possibility of a regression of thinking to the level of visual-figurative thinking, as evidenced by the rather complex, albeit inappropriate, objective actions of catatonics. It should also be noted and not lost sight of the fact that the forms of thinking that develop in the course of the individual development of cognitive activity do not replace one another mechanically, they coexist, constantly interact and change into the process of interaction.

What is visual-active thinking? How is it different from other types? What is its feature? And what is thinking anyway? We will try to give answers to these questions in our article.

It is worth mentioning that the concept of visual-effective thinking is interpreted differently everywhere. Here are just a few of them.

The concept of visual - effective thinking

For example, the short psychological dictionary "Phoenix" of 1998, the authors of which are L. A. Karpenko, A. V. Petrovsky and M. G. Yaroshevsky, gives the following definition: visual - effective thinking is one of the types of thinking that characterizes solving a specific problem, but this happens due to a physical change in a certain situation, in other words, due to a real transformation. A child is a prime example of this. For him, visually - effective thinking is the first stage of thinking (development).

Another characteristic of visual-effective thinking is given by the practical psychologist's dictionary "Harvest", published by S.Yu. Golovin 1998 release: this type of thinking is a special form of thinking. We can observe both its elementary properties and more complicated ones. A complicated form is the creation of some kind of internal human space, where the relationship between subjects is sufficiently schematized.

V.M. Gordon gave the following characteristic of visual-effective thinking: its characteristic feature is the solution of a non-standard problem by observing real objects. As well as their mutual interaction and various material changes, the main participant of which is the subject himself. In his opinion, this kind of thinking is nothing but the simplest form of thinking: the elementary form of its manifestation.

All these definitions given by different scientists are somewhat different from each other, however, they all share one characteristic feature: the adoption of a solution to a problem through a conscious human action.

Visual - effective thinking - human mental activity

Thanks to the activation of brain activity, a person has the ability to comprehend the world around him and carry out certain actions in it. In the mind of man goes continuous process of creation certain model of the world. It is worth noting that in the process of this activity, the brain can take several forms. It is they who are characterized as visually - effective and figurative.

Since ancient times, mental activity originates from visual and effective thinking. It is he who is responsible for solving practical problems. For example, with the help of it, a person understands that he needs to build a house or cook dinner.

In general, distinguish three main types:

visual - figurative
visual - efficient
verbal - logical

The main stages of formation

Psychologists give the following definition of visual-effective thinking: it is nothing more than a practical activity to change the reality around us, the implementation of which occurs due to the interaction of objects with real objects.

An interesting fact: visual - effective thinking - main activity of babies. This is visible from birth, and this continues until the age of three. Further, the child performs certain actions with objects and gradually learns to think. The child explores the world around us tactilely, that is, touching everything. Of course, they cannot do without incidents: they break toys, but this is precisely the first step towards investigative activities and awareness of the reality that surrounds us.

The main feature of the child's thought process is the fact that the child, in order to solve any, even the most primitive problem, begins to move on to active actions. What can not be said about an adult. He passes the essence of the problem through his own consciousness. There are many examples of such behavior. Here is one of them: the child needs to get one or another object, but it is unrealistic to reach it, since the object is located on the highest floor of the cabinet. Toddler aged 2-3 years use a chair.

At an older age, at about 5 years old, comes the ability to form a preliminary picture in your mind and analyze the result of your actions. That is, a child of 5-6 years old will think: “Will he fall?” Thus, another type of thinking is formed: figurative.

Formation of thinking in childhood

Let's see: how is the formation of thinking in children? Of course, thanks to games and communication with adults. The thought process of a child goes through the following stages:

It is very important to develop in a child from an early age mental activity. There are recommendations for different ages that should be followed:

Before a year old, a child must be taught to play using ropes. For example, to get a toy that is in his field of vision, you just need to pull the rope, which must be tied in advance. Thus, the child learns not to immediately grab the object, but to get it with the help of another device.
As soon as the child starts to get up and starts throwing all the toys out of the crib, you can do the following: tie all the toys with ropes to the side of the crib. The kid will understand that throwing them away, they do not fall. It will be fun and educational for him to pull the ropes, thereby returning the toys to the crib.
From the age when the baby adapts to sit, you can try to play this game with him: put interesting toys near him and tie a ribbon to each of them. Give all the ends of the ribbons to his hands, he will optionally pull the ribbon that is tied to the toy he likes.

From the foregoing, we can draw the following conclusion: visual - effective thinking - is practical.

For the full development of the child, it is in your interest to come up with a variety of games, thanks to which the child will learn to use a foreign object to obtain a goal.

Many believe that in adulthood, visual - effective thinking becomes irrelevant. However, it is not. An adult person, without noticing it, actively uses a form of brain activity.

More striking examples of this are complex processes in the human brain: the ability to understand the principles of operation of the latest equipment, the ability to come up with an interesting interior space. That is, everything that implies a certain result of work. It is especially pronounced in the following areas of activity: engineering, mechanics, various repair and construction works.

Conclusion

Psychologists characterize the process of thinking as a certain type of mental activity, thanks to which a person forms a completely new knowledge (product) associated with the knowledge of the world and creativity.

Formation of mental activity takes place in three stages, with the help of which a person goes through the inevitable age stages: he learns to perform practical actions, to create in his own imagination a plan to achieve the desired result. All this is characterized as figurative and conceptual thinking.

In order for a person to grow up intellectually - educated, with a broad outlook and a developed mind, it is necessary to engage with a child from an early age, encouraging his brain to develop in full force.

One of the most common in psychology is the classification of types of thinking depending on the content of the problem being solved. Allocate subject-effective, visual-figurative And verbal-logical thinking. It should be noted that all types of thinking are closely interconnected. When embarking on any practical action, we already have in our minds the image that we have yet to achieve. Separate types of thinking constantly mutually pass into each other. So, it is practically impossible to separate visual-figurative and verbal-logical thinking when the content of the task is diagrams and graphs. Practically effective thinking can be both intuitive and creative at the same time. Therefore, when trying to determine the type of thinking, it should be remembered that this process is always relative and conditional. Usually, all possible components are involved in a person, and we should talk about the relative predominance of one or another type of thinking. Only the development of all types of thinking in their unity can ensure a correct and sufficiently complete reflection of reality by a person.

Object-Effective Thinking

Features of object-effective thinking are manifested in the fact that problems are solved with the help of a real, physical transformation of the situation, testing the properties of objects. This form of thinking is most typical for children under 3 years old. A child of this age compares objects, superimposing one on top of the other or placing one on top of the other; he analyzes, tearing apart his toy; he synthesizes by building a "house" out of cubes or sticks; he classifies and generalizes, laying out the cubes by color. The child does not yet set goals for himself and does not plan his actions. The child thinks by acting. The movement of the hand at this stage is ahead of thinking. Therefore, this type of thinking is also called manual. It should not be thought that object-effective thinking does not occur in adults. It is often used in everyday life (for example, when rearranging furniture in a room, if necessary, using unfamiliar equipment) and turns out to be necessary when it is impossible to fully foresee the results of any actions in advance (the work of a tester, designer).

Visual-figurative thinking

Visual-figurative thinking is connected with the operation of images. This type of thinking is spoken about when a person, solving a problem, analyzes, compares, generalizes various images, ideas about phenomena and objects. Visual-figurative thinking most fully recreates the whole variety of various actual characteristics of an object. The vision of an object from several points of view can be simultaneously fixed in the image. In this capacity, visual-figurative thinking is practically inseparable from imagination.

In its simplest form, visual-figurative thinking is manifested in preschoolers aged 4-7 years. Here, practical actions seem to fade into the background and, while learning an object, the child does not have to touch it with his hands, but he needs to clearly perceive and visualize this object. It is visibility that is a characteristic feature of the thinking of a child at this age. It is expressed in the fact that the generalizations to which the child comes are closely connected with individual cases, which are their source and support. Initially, the content of his concepts includes only visually perceived signs of things. All evidence is illustrative and concrete. In this case, visualization, as it were, is ahead of thinking, and when a child is asked why the boat is floating, he can answer because it is red or because it is Vovin's boat. Adults also use visual-figurative thinking. So, starting to repair an apartment, we can imagine in advance what will come of it. It is the images of wallpaper, the colors of the ceiling, the colors of windows and doors that become the means of solving the problem, and the methods become internal tests. Visual-figurative thinking allows you to give the form of an image to such things and their relationships, which in themselves are invisible. This is how images of the atomic nucleus, the internal structure of the globe, etc. were created. In these cases, the images are conditional.

Verbal-logical thinking

Verbal-logical thinking functions on the basis of linguistic means and represents the latest stage in the historical and ontogenetic development of thinking. Verbal-logical thinking is characterized by the use of concepts, logical constructions, which sometimes do not have a direct figurative expression (for example, cost, honesty, pride, etc.). Thanks to verbal-logical thinking, a person can establish the most general patterns, foresee the development of processes in nature and society, and generalize various visual material. At the same time, even the most abstract thinking never completely breaks away from visual-sensory experience. And any abstract concept for each person has its own specific sensual support, which, of course, cannot reflect the entire depth of the concept, but at the same time allows you not to break away from the real world. At the same time, an excessive amount of bright memorable details in an object can distract attention from the main, essential properties of the object being cognised, and thereby complicate its analysis.