Topic 9. Psychology of creativity
1.) Linking the creative process with imagination.
2.) Definition of creative thinking.
3.) Intelligence and creativity.
4.) Motives of creativity.
5.) Creativity and pathology of mental development.
1) Linking the creative process with imagination .
Imagination is a special form of the human psyche, which stands apart from other mental processes and at the same time occupies an intermediate position between perception, thinking and memory
Imagination - (fantasy), mental activity, consisting in the creation of representations and mental situations that have never been generally perceived by a person in reality. Distinguish between recreational imagination and creative imagination.
Representation is an image of a previously perceived object or phenomenon (memory representation, recollection), as well as an image created by a productive imagination.
The essence of the process.
Until now, scientists are almost unknown about the mechanism of imagination. This form is characteristic only for humans and is strangely associated with the activity of the body. Through imagination, man creates and intelligently plans and manages his activities. Imagination is the basis of visual - figurative thinking, which allows a person to navigate in a situation and solve problems without the direct intervention of practical actions.
Imagination differs from perception in that its images do not always correspond to reality, they contain elements of fantasy, fiction.
Mental life is a non-stop movement of ideas.
In different periods of time one and the same idea can be in different areas of consciousness.
Classification.
Defined by four types:
Active
View share
on the functioning of the leading sense organ:
visual
motor
and etc.
by content:
technical
topographic
musical
and etc.
Process development.
The primary base for imagination is always reality - life.
Imagining a person creates - an artist - paintings, a designer - constructions. By building up his potential base, a person embodies his imaginary "projects" in life. Imagination is closely related to such processes as memory, thinking, without interconnection with them, the process of implementing your idea is impossible.
For the successful development of completeness, correctness, clarity of presentation, interest in a specific type of activity is necessary. The idea of an object is the stronger and brighter, the more often this object is the object of attention and human actions. Passive repetition of the perception of an object does not form an idea of it. Educational films, filmstrips, video films are the means of forming visual, motor, and schematic representations of students.
2) Definition of creative thinking.
Thinking -
it is the highest cognitive process.
it is a movement of ideas that reveals the essence of things. Its result is not an image, but some thought, an idea,(concept is a generalized reflection of a class of objects in their most general and essential features)
it is a special kind of theoretical and practical activity, which presupposes a system of actions and operations included in it of an orientation - research, transformative and cognitive nature.
Thinking- the highest level of human knowledge. It allows you to gain knowledge about such objects, properties and relationships of the real world that cannot be directly perceived at the sensory level of cognition. The forms and laws of thinking are studied by logic, the mechanisms of its course by psychology and neurophysiology. Cybernetics analyzes thinking in connection with the tasks of modeling some mental functions.
The essence of the process.
Thinking 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. The difference between thinking and other psychological processes is also 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.
Thinking, unlike other processes, is carried out in accordance with a certain logic.
Classification .
Theoretical conceptual thinking - this is the kind of thinking, using which a person, in the process of solving a problem, turns to concepts, performs actions in his mind, without directly dealing with the experience obtained with the help of the senses. Theoretical conceptual thinking is characteristic of scientific theoretical research.
Theoretical figurative thinking - differs in that the material that a person uses here to solve a problem is not concepts, judgments or inferences, 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 labor who deal with images.
Clearly - figurative - the thought process is directly related to the perception of the surrounding reality by a thinking person and cannot take place without a person. Thinking visually figuratively, a person is tied to reality, and the images necessary for thinking themselves are presented in his short-term and operative memory (in contrast to this, images for theoretical figurative thinking are extracted from long-term memory and then transformed).
Clearly - real - The process of thinking is a practical transformed activity carried out by a person with real objects. This type of thinking is widely represented among people engaged in real production labor, the result of which is the creation of a particular material product.
Process development.
The theoretical conceptual and the theoretical figurative in reality both coexist. They complement each other. Theoretical conceptual thinking provides an accurate generalization of reality, and theoretical figurative thinking allows one to obtain a specific subjective perception of it. Without this or that type of thinking, our perception of reality would not be as deep and versatile, accurate and rich in various shades as it really is.
The difference between theoretical and practical thinking is that "they relate to practice in different ways." The work of practical thinking is mainly aimed at solving particular specific problems, whilethe work of theoretical thinking is aimed mainly at finding general patterns.
Thinking rises to a higher level along with the development of his scientific outlook, sense of responsibility, volitional qualities, professional orientation of the individual, accumulation of experience in working in conditions that are as close as possible to real - labor.
3)Intelligence and creativity.
Intelligence - this concept is defined rather heterogeneously, but in general terms, we mean the individual characteristics attributed to the cognitive sphere, first of all - to thinking, memory, perception, attention, etc.This implies a certain level of development of a person's mental activity, which provides an opportunity to acquire new knowledge and effectively use it in the course of life.
Intelligence is a relatively stable structure of an individual's mental abilities. In a number of psychological concepts, he is identified:
1) with a system of mental operations;
2) with the style and strategy of problem solving;
3) with the effectiveness of an individual approach to a situation that requires cognitive activity;
4) with a cognitive style, etc.
The main criteria by which the development of intelligence is assessed are the depth, generalization and mobility of knowledge, mastery of methods of coding, recoding, integration and generalization of sensory experience at the level of ideas and concepts.
In the structure of the intellect, the activity of speech and especially internal speech is of great importance. A special role belongs to observation, operations of abstraction, generalization and comparison, creating internal conditions for combining various information about the world of things and phenomena into a single system of views that determine the moral position of the individual, contributing to the formation of its orientation, abilities and character.
In Western psychology, the most common understanding of intelligence as a biopsychic adaptation to the current circumstances of life. An attempt to study the productive creative components of intelligence was undertaken by representatives of gestalt psychology, who developed the concept of insight.
At the beginningXXv. French psychologists A. Binet and T. Simon proposed to determine the degree of mental giftedness by means of special tests of intelligence; this was the beginning of the still widespread pragmatist concept of intelligence, as the ability to cope with appropriate tasks, effectively engage in socio-cultural life, and successfully adapt. At the same time, the idea of the existence of basic structures of intelligence, independent of cultural influences, is put forward. In order to improve the methods of diagnosing intelligence, various studies of its structure were carried out (usually using factor analysis). At the same time, different authors distinguish a different number of basic "factors of intelligence" from 1-2 to 120. Such a fragmentation of intelligence into many components prevents the understanding of its integrity.
Domestic psychology proceeds from the principle of the unity of the intellect, its connection with the personality. Much attention is paid to the study of the relationship between practical and theoretical intelligence, their dependence on the emotional and volitional characteristics of the individual. It was shown the inconsistency of statements about the innate conditionality of differences in the level of intellectual development among representatives of various nations and social groups. At the same time, the dependence of a person's intellectual abilities on the socio-economic conditions of life is recognized.
The meaningful definition of intelligence itself and the features of the tools for measuring it depend on the nature of the corresponding socially significant activity of the individual's sphere (teaching, production, politics, etc.). In connection with the successes of the scientific and technological revolution, the term artificial intelligence has become widespread.
4) Motives of creativity.
MOTIVE is a mental phenomenon that prompts action.
5) Creativity and pathology of mental development.
CREATIVITY is a mental process of creating new values, like a continuation and replacement of children's play. Activity, the result of which is the creation of new material and spiritual values. Being essentially a cultural and historical phenomenon, it 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 needs for self-actualization, in revealing and expanding their creative capabilities.
Creative imagination occupies a special place in creativity. Along with imagination, creativity includes the intense work of thinking, it is permeated with emotionality and will. But it does not boil down to one imagination, one thinking, or one feeling.
Creativity as a process was first considered based on the self-reports of artists and scientists, where a special role was assigned to illumination, inspiration and similar states that replace the preliminary work of thought. The English scientist G. Wallace identified four stages in the processes of creativity: preparation, maturation, insight and verification. The central, specifically creative moment was considered insight - the intuitive grasp of the desired result.
Experimental studies have shown that an intuitive decision arises in the activity of a subject, accessible to analysis. Highlighting the specifics of the mental regulation of the creative process, KS Stanislavsky put forward the idea of superconsciousness as the highest concentration of the spiritual forces of the individual when generating a creative product.
With the development of cybernetics, attempts are made to simulate the processes of creativity on a computer (heuristic programming). The transfer to technical devices of accessible formalization of mental operations has sharply increased interest in those processes of creativity thatimpossible to formalize. The dependence of scientific and technological progress on them - discoveries, inventions, etc. - directed the efforts of psychologists to develop methods for diagnosing creative abilities and stimulating creativity (for example, a brain attack).
The conditionality of creativity by the sphere of culture where it is realized (production, technology, art, science, politics, pedagogy, etc.), requires identifying the originality of the psychology of creativity in each of them, as well as the nature of the relationship between them.
Bibliography
Epiphany D.B. Intellectual activity as a problem of creativity. - Rostov-on-Don, 1983.
Galin A.L. Personality and creativity. - Novosibirsk, 1989. - P.64-102.
Gokcharenko N.V. A genius in art and science. - M., 1991.
Granovskaya R.N., Krizhanskaya Yu.S. Creativity and overcoming
stereotypes. - SPb .: Peter, 1994.
Melhorn G., Melhorn H-G. Geniuses are not born. - M., 1989 .-- S.
5-21,33-37,50-82,110-135.
Nikiforova O.N. Studies in the psychology of the arts
creativity. - M., 1972. - S. 4-50.
Ponomarev Ya.A. Psychology of creativity. - M., 1996.
Rappoport S.Kh. Art and emotions. - M .: Music, 1972 .-- 168s.
B.M. Teplov Gifted children. - M., 1991.S. 216-220.
Freud 3. Leonardo da Vinci. - M., 1991.
Jung N.G. The phenomenon of giftedness and conflicts of the child's soul. - M., 1995.
Yaroshevsky M.G. Psychology of creativity and creativity in psychology // Questions of psychology. - 1985. - No. 6.
State Institution "Tenizovskaya Basic School of Education Department of Akimat of Mendykarinsky District"
8th grade
Theme: " "
Grade 9
Topic: Change of ecosystems. Agrocenosis.
Biology teacher: A.K. Karakhmetova
2013-2014 academic year
Outline of an open lesson in a complete class (8-9) with Russian as the language of instruction
8th grade
Grade 9
Lesson topic:Human cognitive processes"
Lesson topic: Change of ecosystems. Agrocenoses
The purpose of the lesson: To acquaint students with the peculiarities of human higher nervous activity.
The purpose of the lesson: Generate knowledge about featuresagrocenosishow artificialecosystems, give its characteristics in comparison withbiogeocenosis. ...
Educational:
to form students' knowledge about memory, its types, the role of rational activity in the development of thinking and consciousness.
Developing:
development of the ability to compare, draw conclusions, analyze and systematize information, generalize, establish correspondence.
Educational: to form an understanding of the need for a healthy lifestyle as a prerequisite for the normal functioning of the brain.
Tasks: To form the concept of an agrocenosis, to acquaint students with its structure and organization, with methods of maintaining its stability.
Give a comparative description of biogeocenosis and agrocenosis.
Continue the formation of skills for independent work with text, the ability to analyze and compare objects.
Continue the formation of a sense of responsibility, respect for the nature of the native land.
Equipment: computer, multimedia projector, task cards.
Equipment: tables, illustrations depicting agrocenoses, laptop presentation
Lesson type: learning new material
Lesson type: learning new material
During the classes
Argue, be mistaken, be mistaken, but, for God's sake, - think, and although crooked, - yes yourself. G. Lessing
I .Organizing time. 2 minutes
Today we are working on a route sheet.
Read the route we will take. During the lesson, you will assess yourself and put marks on the self-assessment sheet.
II . The stage of knowledge actualization was carried out in the form of work in pairs, students were asked to complete the task of finding a match, for this it was necessary to analyze the content of the definitions of cognitive processes studied in the previous lesson and choose a suitable example (application).
Checking the correctness of the execution was carried out using the projector. Working in pairs helps to fill knowledge gaps, if any. 5 minutes
Lesson goal setting
II.KNOWLEDGE CHECK. (5 min) Test.
TESTS
1.The science of the relationship between living organisms and their habitat is called
a) zoology; b) ecology; c) ornithology.
2.Humidity, temperature, illumination, relief, chemical composition of water and soil, etc., refer to
a) abiotic factors; b) biotic factors; c) anthropogenic factors.
3.The form of existence of populations in which each species benefits from a relationship with another species is called
4. A group of populations of different species inhabiting a certain territory forms
a) ecosystem; b) biogeocenosis; c) community.
a) solar energy; b) geothermal energy; c) natural radiation.
III. Working with a teacher. 8 minutes
Statement of the educational problem.
Open the content of the tutorial. Presentation Working with educational material, writing in a notebook
III. Work with a teacher 8 min
Presentation
In the process of evolution, man has learned not only to use the gifts of nature, but also to create them.
Why are we raising the issue of agrocenoses today? What is the problem?
Agrocenosis is a community of plants, animals, fungi and microorganisms that exist together as a result of human influence to obtain agricultural products.
We live in the countryside. There are almost no virgin lands left. Basically, we see arable land around.
What are the main agrocenoses characteristic of our area?
(field, garden, vegetable garden, flower garden, berry, park, lawn, forest belt, pond)
/ slideshow of agrocenoses /
IV. Working with a teacher. 10 min
The teacher dictates 12 concepts, after which the students must write down everything that they remember from this list.
Sample word list:
poster
lesson
song
thought
dye
silence
conscience
neighbor
pointer
friendship
speech
example
Then a check is made, which takes into account not only the correct memorization of words, but also their order. The result is written in a notebook.
IV. Independent work 10 min
With the help of the textbook on pages 255 - 256, compare the agrocenosis from the natural ecosystem (biogeocenosis). Based on the results of the work, fill in the plate :( Differences between meadow and field ecosystem
Make a cluster
V. Independent work in groups 5 min min
Pupils are invited, on the basis of the data obtained, to make recommendations for optimizing the memorization process, taking into account the leading type of memory (independent work in a notebook with subsequent verification).
V. Individual work. 5 minutes
TASKS ON THE CARDS:
Meadow forest swamps
WATER ECOSYSTEMS DESERT
CARD # 2
Hares, Lindens, Boletus, Thrushes, Soil microorganisms, Birches, Cuckoos, Bumblebees,
Oak silkworm, Lungworms, Sedges,
Sphagnum, Blue-green, Molds.
Physiotherapy for the eyes 2 min
Vi. Working with a teacher. 5 minutes
Test. Mutual verification. Grading
VI ... Independent work. 5 minutes
Slide test
Vii. Reflection. 5 minutes
1. What underlies the skills, such as walking, running, writing, spoon, fork, knife, and food?
2. The child cries at the sight of a man in a white coat. Explain how such a reflex was developed? How to slow it down?
3. Problem. A child under the age of one year fell into conditions where there is no human society. Will he speak? Will he develop thinking?
4. Give examples of internal inhibition of reflexes in a person from everyday life. Explain the importance of internal inhibition?
5. The word has a generalizing function. Explain what is the meaning of the words "thunderstorm", "furniture".
Vii. Fixing 5 min
To consolidate knowledge about relationships in the community, I propose to solve the simplest environmental problems.
In order to survive, the gray toad needs to eat 5 g of slugs - pests of agricultural crops per day. Calculate: 10 toads live on an area of 1 hectare. How many pests will they destroy in the summer month? (30 days)
One of the agrocenoses is characterized by the following food chain: cereals
grasshoppers frog already an eagle. The mass of which organisms should be the largest? Why? What should be the mass of snakes for an eagle to reach a mass of 5 kg? (Remember the "10 Percent Rule").
VI II . Homework briefing. D / s: § 60 p. 266-169, add. lit. 3 min
VI II ... Reflection 3 min
Д / З § 56, crossword puzzle (optional), using the terminology of today's lesson. Prepare a message "Biological methods of pest control"
If every person on a piece of his land would do everything he can, how beautiful our land would be.
A. P. Chekhov
Lesson Summary: Grading
Literature, material internet resources
Human anatomy and physiology. 1997 year. Russia.
"Biology. Man ”, grade 8, Dragomilov AG, Mash RD: Textbook for 8 grade students of educational institutions. - 2nd ed., Revised. - M .: Ventana-Graf, 2005 .-- 272 p .: il. Textbook of grade 8 Alimkulova R., Satimbekov R., Solovieva A.
Book for reading on human anatomy, physiology and hygiene, I.D. Zverev, Education, 1983
1. Gippenreiter Yu.B. An introduction to general psychology. M., 1996
2. Daniel Lapp. The art of remembering and forgetting / Lapp Daniel. SPb: Peter, 1995
Grade 9
Textbook for 9th grade students of a comprehensive school / M. Gilmanov, L. Abshenova, A. Solovyova.-Almaty: Atamura
I.A. Zhigarev, O. N. Ponomareva, N.M. Chernov "Fundamentals of Ecology" collection of problems, exercises and practical work. Bustard 2001.
Features of human higher nervous activity.
Cognitive processes.
Option 1
A1. What determines human behavior?
1) conditioned reflexes
2) unconditioned reflexes
3) deliberate, deliberate actions
4) instinct
A2. What is the name of a memory that acts only for the period that is necessary for the performance of a particular action?
1) long-term
2) trained
3) untrained
4) operational
A3. If, during memorization, a system of connections is established between the facts, which makes it possible to sequentially extract subsequent information from the already known, then the following acts:
1) mechanical memory
2) logical memory
3) RAM
4) short-term memory
A4. What is the name of the ability to obtain new information on the basis of known knowledge?
1) thinking 3) memorization
2) consciousness 4) imagination
IN 1. What is the subconscious of a person?
IN 2. What term is called memory, imagination, thinking, sensations, perception, representations?
_________________________________________________________________________
C1. What is the main difference between humans and animals?
Features of human higher nervous activity.
Cognitive processes.
Option 2
A1. What determines which language the child will start to speak?
1) from the brain
2) from speech centers
3) from the surrounding language environment
4) from ethnicity
A2. What is the name of the preservation in the mind of the past experience, which can be reproduced and reused?
1) thinking 3) consciousness
2) memory 4) sensation
A3. If, when memorizing, each fact is memorized separately, without connection with the rest, and there are no attempts to identify a pattern between the facts, then it works:
1) mechanical memory
2) logical memory
3) RAM
4) trained memory
A4. What is the name of the creation of representations and mental situations that were not previously perceived in reality?
1) consciousness 3) memory
2) thinking 4) imagination
IN 1. What is the name of the science of the laws of the brain that affect the behavior of animals and humans?
IN 2. How does human cognitive activity begin?
__________________________________________________________________________
C1. V is the difference between mechanical and logical memory?
Annex 1.
Choose an example for each cognitive process.
(Use arrows to connect the cognitive process with the corresponding example.)
Thinking
The wool is soft
Performance
Cat is a representative of the Beasts of Prey squad
Imagination
The cat will easily jump onto the closet
Sensation
A cat is an animal with fluffy fur
Explain why you chose these examples.
Differences between agrocenosis and natural ecosystem:
Characteristic
Natural ecosystem
Agrocenoses
1.Species diversity
2.Sustainability
3. Selection action
4. Energy source
5) rotating elements
6 self-regulation
7. Productivity
Comparative characteristics of the ecosystem of meadows and fields
Comparison parameters
Ecosystem
Field
Ecosystem type
Components
Current selection
Species diversity
Food chains
Energy source
Nutrient balance
Self-regulation
Sustainability
The cycle of substances
TASKS ON THE CARDS:
Ecosystem production is the increase in biomass created per unit of time. Which of the ecosystems indicated on the diagram have the highest and lowest productivity? Why?
Meadow forest swamps
WATER ECOSYSTEMS DESERT
STEPPE TUNDRA HIGH ALTITUDE
TEST grade 9
The science of the relationship between living organisms and their habitat is called
a) zoology;
b) ecology;
c) ornithology.
Humidity, temperature, illumination, relief, chemical composition of water and soil, etc., refer to
a) abiotic factors;
b) biotic factors;
c) anthropogenic factors.
The form of existence of populations in which each species benefits from a relationship with another species is called
b) predation;
c) symbiosis.
A group of populations of different species inhabiting a certain territory forms
a) ecosystem;
b) biogeocenosis;
c) community.
5. The main source of energy in the ecosystem is
a) solar energy;
b) geothermal energy;
c) natural radiation.
CARD # 3
What groups of organisms must necessarily exist in any ecosystem? In the list of the inhabitants of the mixed forest, underline the producers, tick mark the reducers:
Aspen mushrooms,
Soil microorganisms,
Oak silkworm,
Medunits,
Blue-green,
Molds.
Checking the results of work on the cards, marking.
Introspection lesson.
The lesson was held in grades 8 and 9, the subject was biology, there were 4 / 1__ people in the class, everyone was present at the lesson.
Lesson topic: "Features of the higher nervous activity of a person. Cognitive processes of a person", "Change of ecosystems. Agrocenosis "
Lesson type: assimilation of new material.
The lesson is built in accordance with the program requirements.
The purpose of the lesson : diagnostics and correction of students' knowledge on this topic.
The tasks that I set :
Educational: study the material on the topic "Features of the higher nervous activity of a person. Cognitive processes of a person", Agrocenosis "to check the volume and depth of knowledge;
Developing: develop non-standard thinking, diagnostics and development of such intellectual skills as synthesis, analysis, comparison, the ability to apply knowledge in a non-standard situation, improve self-control skills, stimulate curiosity;
Educational: foster a culture of communication, the ability to work at a given pace, love of nature.
The lesson was conducted using ICT, which contributed to the implementation of one of the basic principles in the study of biology - visualization. The lesson contains a lot of information.
In the lesson, various forms of educational activity were used. : work on route sheets, frontal survey, conversation, work with slides, testing, work on cards, reflection.
Principles, observed in the activities of teachers and students: cooperation, complicity.
Teaching methods used in the lesson: interactive, problem-search, visual, verbal, practical, etc.
In the lesson, the following competencies were formed : educational and cognitive, informational, communicative, personal improvement.
The lesson consists of 7 steps:
Organizational, the task of which was to prepare students in the lesson for the perception of the topic (musical accompaniment, emotional and psychological mood were used.
Preparing students for an active and conscious generalization of knowledge, the task of which is to provide motivation to accept the goals of the lesson. The personal significance of the topic is shown, where knowledge will be used in the future.
Methods were used that enhance the perception of new material, the isolation of the most significant features and drawing the attention of students to them, assignments in route sheets, the use of thinking techniques, the use of visualization, analysis, comparison, generalization, posing a problem question, filling out the Vienna diagram, updating personal experience and basic knowledge students, independent work. Involved the class in correcting the answers. A situation of success was created (self-esteem).
Checking the knowledge of students (test), the task of which is to check the knowledge of students, mutual check.
Informing about homework. The task is to explain the methodology and motivation for its implementation (from the textbook, a creative task according to interests and degree of complexity)
Reflection. The task of the stage is to comprehend the activities of the student and teacher in the lesson.
Individual and independent work, self-assessment, control, self-control and mutual control were carried out. The students showed interest in work, in receiving new information. The activity of the students was at a high level. Homework assignments suggested by interests, with creative content. The use of a computer and a projector made it possible to revive the process of perceiving new material and make the lesson more visual and dynamic.
The selected forms and methods of work in the lesson were used expediently, which served to implement everything planned in the lesson.
According to the results of self- and mutual assessment of students, the quality of knowledge based on the results of the lesson.
I believe that the lesson has achieved the goal.
Based on the results of reflection, I was able to conclude that the children liked the lesson, the "Basket of Success" says about this
Psychological processes.
Representation and imagination.
Imagination is a special form of the human psyche, which stands apart from other mental processes and at the same time occupies an intermediate position between perception, thinking and memory
Imagination - (fantasy), mental activity, consisting in the creation of representations and mental situations that have never been generally perceived by a person in reality. Distinguish between recreational imagination and creative imagination.
Representation is an image of a previously perceived object or phenomenon (memory representation, recollection), as well as an image created by a productive imagination.
The essence of the process
Until now, scientists are almost unknown about the mechanism of imagination. This form is characteristic only for humans and is strangely associated with the activity of the body. Through imagination, man creates and intelligently plans and manages his activities. Imagination is the basis of visual - figurative thinking, which allows a person to navigate in a situation and solve problems without the direct intervention of practical actions.
Imagination differs from perception in that its images do not always correspond to reality, they contain elements of fantasy, fiction.
Mental life is a non-stop movement of ideas.
In different periods of time one and the same idea can be in different areas of consciousness.
Classification
Defined by four types:
View share
· On the functioning of the leading sense organ - visual - motor - and others.
Process development
The primary base for imagination is always reality - life.
By imagining, a person creates - an artist - paintings, a designer - constructions. By building up his potential base, a person embodies his imaginary "projects" in life. Imagination is closely related to such processes as memory, thinking, without interconnection with them, the process of implementing your idea is impossible.
For the successful development of completeness, correctness, clarity of presentation, interest in a specific type of activity is necessary. The idea of an object is the stronger and brighter, the more often this object is the object of attention and human actions. Passive repetition of the perception of an object does not form an idea of it. Educational films, filmstrips, video films are the means of forming visual, motor, and schematic representations of students.
To study the cognitive role of imagination, it is necessary to find out its features. The difficulty of identifying the specifics of imagination is due to the fact that it is closely intertwined with all types of cognition. This circumstance is the reason for the emergence of a tendency to deny the existence of imagination as a special form of reflection. To solve this problem, it is necessary to reveal the real nature of imagination.
Let us turn to the definitions that are available in the literature. LS Vygotsky notes that “the imagination does not repeat in the same combinations and in the same forms individual impressions that were accumulated before, but builds some new series from the previously accumulated impressions. In other words, the introduction of a new one into the very course of our impressions and the change of these impressions so that as a result of this activity a new, previously non-existent image appears, constitutes, as you know, the very basis of the activity that we call imagination. "
Koestler believes that imagination provides an opportunity to relate both previously known and newly acquired data in new ways.
“Imagination,” writes S.L. Rubinstein, - is connected with our ability and need to create new things ”. “Imagination is a departure from past experience, its transformation. Imagination is a transformation of the given, carried out in a figurative form ”.
“The main feature of the imagination process, - writes E.I. Ignatiev, - in a particular practical activity, it consists in transforming and processing perception data and other material from past experience, as a result of which a new idea is obtained. "
The same can be read in the "Philosophical Encyclopedia", where imagination is defined as a mental activity, consisting in the creation of ideas and mental situations, which in general have never been directly perceived by a person in reality.
As you can see, the ability of the subject to create new images is considered an essential sign of imagination. But this is not enough, because then it is impossible to distinguish between imagination and thinking. Logical activity, human thinking - a specific form of creating cognitive images through logical inference, generalization, abstraction, analysis, synthesis cannot be simply identified with imagination. The creation of new knowledge and concepts in the field of logical thinking can occur without the participation of imagination.
Many researchers note that imagination is the process of creating new images, which takes place in a visual plan. This tendency classifies imagination as a form of sensory reflection. Another trend is that the imagination creates not only new sensory images, but also produces new thoughts.
Understanding of imagination as a process opposite to thinking, and thinking proceeding according to the laws of logic as non-creative is illegal. One of the features characteristic of imagination is that it is associated not only with thinking, but also with sensory data. There is no imagination without thinking, but it is not reducible to logic, since it (in the imagination) always presupposes the transformation of sensory material.
Thus, let us take into account the fact that imagination is both the creation of new images and the transformation of past experience, and the fact that such a transformation takes place with the organic unity of the sensible and the rational.
Imagination is a necessary form of communication between the sensible and the rational, mental comprehension of the essence of an object and its sensory reconstruction. Sensual and rational in cognition are in an indissoluble unity. Cognition moves from sensory to rational, abstract thinking. In this case, sensory cognition is considered as the first, initial stage, and thinking - as the highest level of knowledge.
Sensual, although meaningful, is a stage of cognition that is different from logical knowledge. The meaningfulness of sensory experience is a condition for the formation of new knowledge. The influence of logical knowledge on sensibility often results in the formation of imagination, which acts as an activity that creates concepts. Thinking is a kind of program that determines the course of the processes of imagination. Imagination is characterized as a process of transforming an image in a visual sense.
In contrast to the fragmentation of logical thinking, imagination has a dynamic and synthetic structure, and deduction acts as a direct comprehension, recreation of the whole. Any general concept, as it were, “departs” from reality due to its abstractness in order to reflect it more deeply. And in this "departure" of thinking from the immediate givenness of the object, in the preparation of concepts, imagination plays an essential role.
In the process of concept formation, imagination retains its specificity, that is, the products created by the imagination are nothing more than a processing of reflected real relations: it acts as an additional factor in the process of concept formation that is adequate to the object. At the same time, this is the creation of a new unity, a new connection, a new integrity. Imagination makes it possible to “see” this whole, the general picture of the phenomenon before it is presented in particulars. Consequently, in the imagination, the ability to perceive the whole before its parts forms the program for further mental analysis. The parsimony of the imagination is also peculiar, since its images never copy the object as a whole, but fix only individual characteristic details, but these details retain the significance and meaning of the whole. Quite often, it acts as a guess, a connecting link that encompasses and unites various components of experience into a coherent, holistic picture.
In the course of practical activity, the subject equally relies on the data of sensory experience and on thinking, which are closely intertwined. Practice mediates the transition from both sensory to rational, and from logical knowledge to sensory experience. The products of the imagination - visual images - are verbalized, acquiring semantic meaning.
The generalization inherent in imagination enables the subject to build hypotheses and theories. By naming certain objects with which the subject interacts, the person thereby “dresses” sensory experience in a kind of “frame” of logical concepts. Such experience acts not just as a collection of unrelated elements of qualities and properties, but as an internal coordinated unity. In the course of objective-practical activity, the subject deals with objects, relationships that were not present in his sensory experience earlier (for example, the discovery of new plants, minerals). Sensual experience must become communicative, that is, acquire a socially significant character so that it can be used in the activities of many people both as a factor of practice and as a condition for cognition. The role of imagination in this kind of situation can be assessed as follows. Imagination correlates a new sensory experience with a person's already existing experience. So, meeting with the remains of fossil animals and receiving certain sensory impressions, a person tries to establish a connection between these impressions with his existing ideas of animals known to him. A clear correlation of an actual sensory impression, which has fixed the remains of an animal with previous experience, is a manifestation of the activity of the imagination. In this case, the revealed connection constitutes a new creative formation.
Imagination, correlating new and old sensory experience, as it were, extracts from the depths of memory and the corresponding categories, concepts. The subject's old sensory experience is meaningful, associated with certain concepts. Therefore, when comparing it with new sensory data, we make certain attempts to include thinking in its processing. This does not always bring positive results. The relationship between new and old experiences can be unsuccessful if there is no internal connection between them. And so on until it is possible to apply a certain categorical apparatus to the new experience.
The value significance of imagination is found here in the fact that it is, as it were, “interwoven”, organically enters the cognitive process, filling in its gaps. Through guesswork, as well as the recombination of elements, the free play of associations, it contributes to the formation of new images, creates a holistic picture of knowledge.
What has been said about imagination characterizes it as a factor that determines the social nature of human knowledge and, in particular, sensory experience. The imagination itself was formed as a result of the social development of man, his social form of cognition. Visual images provide a constant connection of thinking with specific situations, with objects of changing reality. These images enrich the processes of thinking with many valuable details lost in abstract concepts, and often push the thought towards solving a problem, a task, because sometimes it is enough to relate visual data in a new way, to rethink the problem situation in order to find the desired one. Due to this, imagination allows the subject to rely on common human experience, reflecting the object from the standpoint of the general and universal.
“Imagination is a specifically human ability. This property is in its social function, among other abilities that provide social and human life. This function consists in the fact that it provides a person with the opportunity to correctly correlate general knowledge expressed in terms of knowledge with real situations, which are always individual ”.
"Weaving" into all forms of the cognitive process, acting as a component of perceptions, representations, thinking, imagination, however, has a relatively independent meaning. With his active participation, the essence of objects is revealed. The images of the imagination are comprehended, in them a sort of “secondary” sensory reconstruction is carried out, based on the subject's knowledge of a part of the object. The development of imagination here depends on the amount of knowledge, as well as on the intellectual abilities of the subject.
Through its connection with thinking, imagination is characterized as a creative act. The information (knowledge) available to the subject contributes to the formation of new images reconstructed from sensory experience and thinking. In these procedures, the imagination is constantly renewed. Moreover, the absence or lack of cognitive information contributes to the setting of goals and objectives for the imagination.
The role and place of imagination are not the same, it functions differently in creative acts, actively speaking in some processes or latently manifesting itself in others.
In the most general sense, imagination is the ability of the subject to create visual images (partially or completely) of unperceived phenomena with the leading role of thinking, which serve as a visual means of expressing thinking and thus its concretization and development.
Imagination processes in one form or another "penetrate" into all types of human activity, performing various functions. The most important of them is the cognitive and related heuristic, which is of great importance in creative search. Imagination also carries out predictive and planning roles, contributing to the development of goals, anticipating, anticipating the results of activities. It also acts as an organizer of creative search. Imagination helps you navigate the source material. It also carries out the function of a certain control, corrects activities, contributing to an adequate reflection of reality.
Imagination necessarily includes an element of "mismatch" with the object. But this does not mean at all that the images of the imagination have nothing to do with reality. The heuristic image is “inadequate” only with a metaphysical understanding of reality, as not containing contradictions and the possibility of transformation into “its other”. The images of the imagination reflect the possibilities existing in reality and are realized in the process of their transformation.
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A person receives primary information about the world around him through sensation and perception. However, a person can, long time after he perceived an object, cause (accidentally or intentionally) the image of this object again. This phenomenon is called "performance".
Representation is a mental process of reflecting objects or phenomena that are not perceived at the moment, but are recreated on the basis of previous experience.
The concept is based on the perception of objects that took place in the past. There are several types of views. First, these are representations of memory, that is, representations that arose on the basis of direct perception in the past of an object or phenomenon. Secondly, these are representations of the imagination. At first glance, this type of representation does not correspond to the definition of the concept of "representation", because in the imagination a person displays what he has never seen, but this is only at first glance. Imagination representations are formed on the basis of information received in past perceptions and its more or less creative processing. The richer the past experience, the brighter and more complete the corresponding representation can be.
Representations do not arise by themselves, but as a result of practical activity... At the same time, representations are of great importance not only for the processes of memory or imagination - they are extremely important for all mental processes that ensure human cognitive activity. The processes of perception, thinking, writing are always associated with representations, as well as memory, which stores information and thanks to which representations are formed.
Views have their own characteristics... First of all, the views are characterized by clarity. Representations are sensually visual images of reality, and this is their closeness to the images of perception. But perceptual images are a reflection of those objects of the material world that are perceived at the moment, while representations are reproduced and processed images of objects that were perceived in the past. Therefore, representations never have the degree of clarity that is inherent in images of perception - they, as a rule, are much paler.
The next characteristic of representations is fragmentation... Representations are full of gaps, some parts and signs are vividly presented, others are very vague, and still others are completely absent. For example, when someone's face is imagined, only certain features are clearly and distinctly reproduced, those on which, as a rule, attention was fixed. The rest of the details only slightly stand out against the background of a vague and indefinite image.
An equally important characteristic of representations is their instability and inconsistency... So, any evoked image, be it any object or person, will disappear from the field of consciousness, no matter how hard the person tries to keep it. And he will have to make another effort to call it up again. Moreover, views are very fluid and volatile.
Signal function consists in the development of signals related to those properties of the represented image, which can subsequently be used by a person in his activities.
The image of the representation carries various information about the object, its signs and methods of practical use. According to I.P. Pavlova, ideas arise according to a scheme similar to the development of conditioned reflexes: the mere idea of a sour lemon can make a person grimace of rejection.
Regulatory function associated with the selection of those properties of the represented object that are required at the moment to perform any actions. This presentation function is often used in auto-training to relieve mental tension or even pain. The images of the future that appear in the presentation can, through the subconscious, control the well-being and behavior of a person.
Setting function involves the formation of a program of action, given by the parameters of the current or future situation. The very thought of a specific action or movement may be accompanied by subtle real movement of the hands, eyes, or head.
There are the following types of representations.
According to the leading analyzer:
- visual (image of a person, object, landscape);
- auditory (performances of a musical melody);
- olfactory (representation of the smell of ether);
- tactile (representations of an object that has been touched earlier);
- motor (presentation of body movements when jumping), etc.;
By the degree of generalization:
- single representations are representations based on the perception of one specific object;
- general representations - representations that generally reflect a number of similar objects.
By the degree of manifestation of volitional efforts:
- involuntary representations are representations that arise spontaneously
- arbitrary representations are representations that arise in a person under the influence of will, in the interests of the goal set by him.
By duration:
- operational representations - representations extracted by a person from his consciousness to serve the operational interests of his activities;
- short-term performances are very short-term performances;
- long-term representations are representations that are stored in the memory of a person and are used by him for a long time and quite often.
By the degree of generalization:
- single - images of individual specific objects, phenomena;
- general - images of generalized objects, phenomena.
The role and place of representations in the psychological structure of the personality are determined by the fact that they are a kind of link in the transition from sensations and perceptions to thinking.
Imagination is the activity of consciousness, in the process of which a person creates new, previously unheard of ideas, mental situations, ideas, relying on images that have been preserved in his memory from past sensory experience, transforming and changing them.
In connection with the characteristics and causes of occurrence, they distinguish: 1) involuntary and 2) voluntary imagination; in connection with the characteristic features of imaginary representations, as well as the tasks that are posed to an arbitrary imagination, they distinguish: 3) recreational, 4) creative imagination and 5) human dreams.
Involuntary, or passive, imagination... It is the simplest type of imagination and consists in the emergence and combination of representations and their elements into new representations without a definite intention on the part of a person, with a weakening of his conscious control over the course of his representations. Involuntary imagination is often seen in young children. It appears most vividly in dreams or in a half-asleep, drowsy state, when ideas arise spontaneously (perseveration), flow, change, combine and change on their own, sometimes taking the most fantastic forms.
Unintentional imagination also takes place in the waking state. One should not think that these or those new images always arise as a result of a conscious purposeful human activity. A distinctive feature of representations is their variability due to the instability of trace excitations in brain cells and the fact that they easily come into contact with residual excitation processes in neighboring centers. The trajectory of this excitement is not, as Pavlov said, firmly fixed either in its size or in its form. Hence the ease of imagination, observed, for example, in preschool children, who are often distinguished by excessive fantasy and lack of a critical attitude towards the images they create. Only a vital test by practice gradually organizes this broad and unintended activity of the imagination in children and subordinates it to the guidance of consciousness, as a result of which the imagination acquires a deliberate active character.
Arbitrary, or active, imagination. It is a deliberate construction of images in connection with a consciously set task in one or another type of activity. Such an active imagination develops already in children's games, in which children take on certain roles (pilot, train driver, doctor, etc.). The need to display the chosen role in the most correct way in the game leads to the active work of the imagination. The further development of active imagination occurs in the process of labor, especially when it requires independent, proactive actions and creative efforts: labor requires the activity of the imagination, clear ideas of the object that must be done, and those operations that must be performed in this case.
Free imagination, although in a slightly different form, takes place in creative activity. Here, a person also sets himself a task that is the starting point for the activity of his imagination, but since the products of this activity are objects of one or another art, the imagination obeys the requirements arising from the nature and characteristics of this type of art.
Recreational imagination it unfolds on the basis of the perceived sign system: verbal, numerical, graphic, musical, etc. By recreating, a person fills the sign system with the knowledge at his disposal.
The quality of the reconstruction of what lies in the sign system depends on:
1) the initial information on the basis of which the reconstruction is deployed;
2) the amount and quality of human knowledge. The vastness of knowledge, combined with their accuracy, the richness of life experience allows a person to extract the necessary information from memory and see behind the signs what the author has put into them;
3) the presence of the installation. Strong emotional states of negative and positive orientation interfere with their recreation, and then a person is not able to collect his thoughts, concentrate, clearly and distinctly recreate the content contained in the text, graphic signs.
Creative imagination- creation of a new, original image, idea. In this case, the word "new" has a double meaning: they distinguish between objectively and subjectively new. Objectively new - images, ideas that do not exist at the moment, either in materialized or in an ideal form. This new does not repeat what already exists, it is original. Subjectively new is new for a given person. It can repeat what exists, but a person does not know about it. He discovers this for himself as original, unique and considers it unknown to others.
Creative imagination proceeds as an analysis and synthesis of knowledge accumulated by a person. At the same time, the elements from which the image is built occupy a different position, a different place compared to what they occupied earlier. In a new combination of elements, a new image appears. The result of creative imagination can be materialized, that is, on its basis, a thing, an object is created by human labor, but the image can remain at the level of ideal content, since it is impossible to realize it in practice.
Creative imagination techniques:
agglutination - is that parts of two or more objects, processes are taken and combined so that an image of a new object is obtained;
analogy - consists in the fact that an image is being built that is somewhat similar to a really existing thing, a living organism, an action;
accentuation - in the created image, any part, detail is highlighted, especially emphasized;
exaggeration (understatement) - applies to the entire object, to the entire situation.
Definition
Imagination is a special form of the human psyche, which stands apart from other mental processes and at the same time occupies an intermediate position between perception, thinking and memoryImagination - (fantasy), mental activity, consisting in the creation of representations and mental situations that have never been generally perceived by a person in reality. Distinguish between recreational imagination and creative imagination.
Representation is an image of a previously perceived object or phenomenon (memory representation, recollection), as well as an image created by a productive imagination.
The essence of the process
Until now, scientists are almost unknown about the mechanism of imagination. This form is characteristic only for humans and is strangely associated with the activity of the body. Through imagination, man creates and intelligently plans and manages his activities. Imagination is the basis of visual - figurative thinking, which allows a person to navigate in a situation and solve problems without the direct intervention of practical actions.Imagination differs from perception in that its images do not always correspond to reality, they contain elements of fantasy, fiction.
Mental life is a non-stop movement of ideas.
In different periods of time one and the same idea can be in different areas of consciousness.
Classification
Defined by four types:The view is shared by:
Spotting,
Motor,
Olfactory,
Flavoring,
Tactile,
Intraceptive,
Technical,
Topographic,
Musical,
Process development
The primary base for imagination is always reality - life.Imagining a person creates - an artist - paintings, a designer - constructions. By building up his potential base, a person embodies his imaginary "projects" in life. Imagination is closely related to such processes as memory, thinking, without interconnection with them, the process of implementing your idea is impossible.
For the successful development of completeness, correctness, clarity of presentation, interest in a specific type of activity is necessary. The idea of an object is the stronger and brighter, the more often this object is the object of attention and human actions. Passive repetition of the perception of an object does not form an idea of it. Educational films, filmstrips, video films are the means of forming visual, motor, and schematic representations of students.
