Types and types of thinking, diseases, educational games, exercises

What is thinking

Thinking is a cognitive process that allows a person to perceive, realize reality and express this in his own activities. It endows surrounding objects with properties and relationships with each other. Thanks to mental activity, each person’s picture of the world is formed.

There are the following main signs of thinking:

Mediation – cognitive activity is based on data from the senses and does not interact directly with reality;
Generalization is the ability to find common properties in objects of the same type.

These characteristics are inherent in every person. In mental illness, a disorder in the basic features of thought processes may occur - for example, the search for similarities in dissimilar objects.

Right-brain and left-brain thinking

Each hemisphere is characterized by the predominance of certain processes. Based on this feature, the main types of thinking were identified:

Left hemisphere - the process is dominated by analytical and synthetic processes, logical constructions;
Right-hemisphere - relies on images and intuition;
Mixed is the alternate work of each hemisphere;
Integrated – simultaneous work of both hemispheres.

It is wrong to say that one type of mental activity is preferable to another. Each of them is capable of coming to both correct and incorrect conclusions. Left-hemisphere thinking gives leadership qualities, right-hemisphere thinking gives a strong emotional response. Mixed, thanks to its ability to “switch,” can use the strengths of both hemispheres. But this process does not always happen on time. The same goes for the integrated type.

Lecture No. 8. Thinking (part 1)

Thinking in psychology is defined as a process of human cognitive activity, which is an indirect and generalized reflection of reality by a person in its essential connections and relationships.

A person’s knowledge of the surrounding reality begins with sensations and perceptions. However, the sensory picture of the world that our sensations and perceptions create, although necessary, is not sufficient for its deep, comprehensive knowledge. In this picture of reality, there is practically no idea of the complex interactions of various objects: objects, events, phenomena, etc. There is no explanation of the cause-and-effect relationships between them, their transitions into each other. Based on the data of sensations and perceptions and going beyond the sensory, thinking expands the boundaries of our knowledge. It allows you to indirectly, through inference, comprehend what is not given directly in perception. Thinking correlates the data of sensations and perceptions, compares them, and reveals their interaction. Thus, with the help of thinking, natural relationships between phenomena and objects are revealed and random coincidences are eliminated.

But, considering thinking as a relatively independent cognitive function, we should not forget that any type of thinking, even the most developed (abstract thinking), cannot be divorced from sensory knowledge of the world, since every cognitive process begins with sensations and perception. It is they who determine the adequacy of thinking as a reflection, ensuring a direct connection of human consciousness with the outside world. This reflection is continuously tested and confirms its adequacy in the process of practical activity.

Types of thinking

distinguished according to various characteristics. The main accepted classification distinguishes the following three types:

1) visual and effective thinking;

2) visual-figurative thinking;

3) verbal-logical (or conceptual) thinking.

It is in this order that types of thinking develop in the process of phylogeny and ontogenesis.

Visual-effective thinking is a type of thinking based on the direct perception of objects. The solution of the problem within its framework is carried out in the course of a real, physical transformation of the situation, in the process of actions with objects. Through physical contact with objects, their properties are comprehended.

In the process of phylogenesis, people solved the problems that confronted them, first within the framework of practical, objective activity. Only later did theoretical activity emerge from it. This also applies to thinking. Only as practical activity develops does theoretical thinking activity stand out as relatively independent. A similar process is observed not only during the historical development of mankind, but also in ontogenesis. The formation of a child’s thinking occurs gradually. First, it develops within practical activity and is largely determined by how the ability to handle objects develops.

At the initial stage of child development, such manipulation occurs spontaneously and without meaning. Further, the nature of the actions begins to acquire meaning and is determined by the qualities of the object with which the child interacts. On this basis, the earliest genetic type of thinking is formed - visual-effective. Its first manifestations can be observed already at the end of the first – beginning of the second year of a child’s life. In preschool age (up to 3 years inclusive), this type of thinking is predominant. Already the child’s first objective actions allow him to identify the characteristic features of the object of manipulation and its relationship with other objects. The child learns about objects in the surrounding world through direct contact with them. He correlates with each other certain objects or parts of objects that he perceives at the moment, both visually and through actions. Collecting pyramids, folding cubes and similar activities of a small child is nothing more than the process of comprehending the world of objects in a visually effective form, the process of developing a visually effective type of thinking. Slightly older children perform more complex manipulations, thereby learning through direct action more complex methods of articulating parts and objects.

The next type of thinking that appears in ontogenesis is visual-figurative thinking. This type is characterized by reliance on images of objects, on ideas about their properties. A person imagines a situation, imagines the changes he wants to achieve, and those properties of objects that will allow him to achieve the desired result in the course of his activity. In this type of thinking, action with the image of objects and situations precedes real actions in the subject matter. When solving a problem, a person analyzes, compares, and generalizes various images. An image can contain a multifaceted vision of an object. Therefore, this type of thinking gives a more complete understanding of the properties of an object than visual-effective thinking.

The initial stages of visual-figurative thinking are formed in children in preschool age - from 4 to 7 years. Although the connection between thinking and practical actions is preserved, it fades into the background. To understand an object, a child no longer has to directly manipulate it. It is quite enough for him to have a clear and clear idea of this subject. At this stage of thinking development, children do not yet master concepts. Therefore, the first two types of thinking we considered belong to the pre-conceptual stage of thinking.

The transition to the conceptual stage is associated with the formation of the next type of thinking - verbal-logical. It represents the latest stage in the development of thinking in phylogeny and ontogenesis. Verbal-logical thinking is a type of thinking carried out using logical operations with concepts. Concepts are formed on the basis of linguistic means. The forerunner of verbal-logical thinking is inner speech. Children up to about 5 years old, even when playing alone, pronounce all their actions out loud and describe the manipulations. Closer to school age, they develop the ability for internal speech - they no longer speak out loud, but think through the sequence of their actions, that is, they begin to think not with the help of visual images, but with the help of words, which is the basis for the formation of concepts. However, the development of the verbal-logical type of thinking does not mean at all that the previous types cease to develop or even disappear completely. They continue to develop and improve under the influence of verbal and logical thinking. And in adulthood, all three types are present. There are many areas of activity in which visual-effective or visual-figurative thinking is necessary. For example, in the work of a designer one cannot do without a developed visual-effective type of thinking, and in the work of an artist or writer - without a visual-figurative one.

In addition to the classification of types of thinking in the “pre-conceptual - conceptual” plane, they are also distinguished by a number of different characteristics. Thus, they distinguish between theoretical and practical, intuitive and logical (analytical, discursive), realistic and autistic, productive and reproductive, voluntary and involuntary thinking.

Theoretical and practical types of thinking differ in the nature of the problems that need to be solved and, as a consequence of this, in a number of dynamic and structural aspects.

Theoretical thinking is the establishment of patterns in certain processes, the identification of cause-and-effect relationships, and the discovery of laws. This type of thinking is inherent in theoretical scientists and researchers. The tasks of practical thinking include the preparation and implementation of transformations of the world in terms of subject matter. Practical thinking is associated with setting goals, developing plans, projects, etc. Among modern activities, one can cite as an example the work of a programmer - when writing programs that ensure the functioning of production and product accounting, there is a considerable amount of practical thinking. In general, in the process of intense work activity, practical thinking often occurs under conditions of time shortage and the need to act in emergency mode. Therefore, practical thinking is no less complex than theoretical thinking.

Sometimes a contrast is made between theoretical thinking and empirical thinking. In this case, the criterion is different - the nature of the generalizations with which thinking deals. In the first case, these are scientific concepts, and in the second, everyday, situational generalizations.

Based on the degree of development, thinking is divided into analytical and intuitive. Analytical thinking is a process gradually unfolded over time, quite clearly represented in consciousness. The main characteristics of intuitive thinking, on the contrary, are rapidity, the absence of clearly defined stages and minimal awareness. Thus, to compare them, three characteristics are used: temporal (the time of the process), structural (division into stages), and the degree of awareness of the process.

According to the vector of direction, thinking is divided into realistic and autistic thinking. Realistic thinking is outward directed and governed by logic. Autistic thinking has the opposite vector - it is associated with a person’s desire to escape reality, delve into his inner world, and think in accordance with his own logic. It is sometimes also called egocentric thinking due to the reluctance and inability to accept someone else's point of view.

Based on the criterion of novelty and originality of the problems being solved, thinking is divided into productive (creative) and reproductive (reproducing). Productive thinking is aimed at creating a new way to solve a particular problem or improving an existing method. Reproductive thinking is characterized by the use of ready-made knowledge and skills.

According to the degree of involvement of volitional processes in thinking, it is divided into voluntary and involuntary. Voluntary thinking is involved in the purposeful solution of a given task. Involuntary thinking is a free flow of thoughts that does not pursue any goals (for example, contemplation of nature).

There are three logical forms of thinking

: concept, judgment, inference.

A concept is a reflection in the human mind of the distinctive features of objects and phenomena, their general and specific characteristics, expressed in a word or group of words. The concept represents the highest level of generalization, inherent only in the verbal-logical type of thinking. Concepts can be concrete or abstract. Concrete concepts reflect objects, phenomena, events of the surrounding world, abstract concepts reflect abstract ideas. For example, “person”, “autumn”, “holiday” are specific concepts; “truth”, “beauty”, “good” are abstract concepts.

The content of concepts is revealed in judgments, which also always have a verbal form. Judgment is the establishment of connections between concepts about objects and phenomena or about their properties and characteristics. For example, “the boiling point of water + 100 °C” - this judgment reflects the relationship between changes in the physical properties of water and the heating temperature.

Judgments can be general, particular and individual. In general, something is stated about all objects of a certain group, for example: “All rivers flow.” A particular judgment applies only to some of the objects of the group: “Some rivers are mountainous.” A single judgment concerns only one object: “The Volga is the largest river in Europe.”

Judgments can be formed in two ways. The first is a direct expression of the perceived relationship of concepts. The second is the formation of judgment indirectly using inferences. Thus, inference is the derivation of a new judgment from two (or more) already existing judgments (premises). The simplest form of inference is a syllogism - a conclusion made on the basis of a particular and general judgment. For example: “All dogs have a highly developed sense of smell” - a general premise, “Doberman is one of the breeds of dogs” - a particular premise and conclusion (inference) - “Dobermans have a highly developed sense of smell.” Any process of proof, for example, a mathematical theorem, is a chain of syllogisms that consistently follow from one another.

More complex forms of inference are deductive and inductive inferences. Deductive - follow from general premises to a particular judgment and from particular to an individual. Inductive, on the contrary, derive general judgments from individual or particular premises.

Based on such methods of reasoning, it is possible to compare with each other certain concepts and judgments that a person uses in the course of his mental activity.

Thus, for the productive course of mental activity, logical forms of thinking are necessary. They determine persuasiveness, consistency, and, consequently, the adequacy of thinking. The idea of logical forms of thinking passed into psychology from formal logic. This science also studies the thinking process. But if the subject of formal logic is, first of all, the structure and result of thinking, then psychology studies thinking as a mental process, it is interested in how and why this or that thought arises and develops, how this process depends on the individual characteristics of a person, how it is connected with others mental processes.

The thinking process is carried out using a number of mental operations

: analysis and synthesis, abstraction and concretization, classification, systematization, comparison, generalization.

Analysis is the mental decomposition of an object into its component parts in order to isolate its various aspects, properties, and relationships from the whole. Through analysis, irrelevant connections given by perception are discarded.

Synthesis is the reverse process of analysis. This is the combination of parts, properties, actions, relationships into one whole. This reveals significant connections. Analysis and synthesis are two interrelated logical operations.

Analysis without synthesis leads to a mechanical reduction of the whole to the sum of its parts. Synthesis without analysis is also impossible, since it reconstructs the whole from the parts isolated by analysis. In the process of thinking, some people tend to gravitate toward analysis, others toward synthesis (an analytical or synthetic mindset). Synthesis, like analysis, can be both practical and mental. But the formation of these processes, both in phylo- and ontogenesis, is based on the practical activity of man, his mastery of objects and phenomena of the surrounding world.

Comparison is the establishment between objects of similarity or difference, equality or inequality, etc. Comparison is based on analysis. In order to carry out this operation, you must first select one or more characteristic features of the objects being compared. Then, a comparison is made based on the quantitative or qualitative characteristics of these characteristics. The number of selected features determines whether the comparison will be one-sided, partial or complete. Comparison (as analysis and synthesis) can be at different levels - superficial and deep. In the case of deep comparison, a person’s thought moves from external signs of similarity and difference to internal ones, from the visible to the hidden, from appearance to essence. Comparison is the basis of classification - the assignment of objects with different characteristics to different groups.

Abstraction (or abstraction) is a mental distraction from minor, non-essential aspects, properties or connections of an object in a given situation and the isolation of one particular aspect or property. Abstraction is possible only as a result of analysis. So, for example, when examining an object, you can consider only its color or only its shape. A person mentally identifies some feature of an object and examines it in isolation from all other features, temporarily distracting from them. The separated feature becomes an independent object of thinking. Isolated study of individual features of an object while simultaneously abstracting from all others helps a person to better understand the essence of things and phenomena. Beginning with the isolation of individual sensory properties, abstraction then proceeds to the isolation of non-sensory properties expressed in abstract concepts.

Thanks to abstraction, man was able to break away from the individual, concrete and rise to the highest level of knowledge - scientific theoretical thinking.

Concretization is the opposite process. This is the movement of thought from the general to the particular, from the abstract to the concrete in order to reveal its content. Concretization is also used in the case when it is necessary to show the manifestation of the general in the individual.

Systematization is the arrangement of individual objects, phenomena, thoughts in a certain order according to any one characteristic (for example, chemical elements in D.I. Mendeleev’s periodic table).

Generalization is the unification of many objects according to some common characteristic. In this case, single features are discarded. Only essential connections are preserved. Abstraction and generalization are two interconnected sides of a single thought process, with the help of which thought goes to knowledge.

The simplest generalizations involve combining objects based on randomly selected features. In a complex generalization, species and generic characteristics are clearly distinguished.

Psychology bookap

Mental activity is always aimed at obtaining some result. A person analyzes objects, compares them, abstracts individual properties in order to identify what they have in common, in order to reveal the patterns that govern their development, in order to master them.

Generalization, therefore, is the identification of the general in objects and phenomena, which is expressed in the form of a concept, law, rule, formula, etc.

Classification

In psychology, types of thinking are distinguished depending on the way a person comes to conclusions:

Visual-effective - cognitive activity based on the perception of specific objects and manipulations with them;
Visual-figurative – relies on images and judgments, allows the use of specific images to illustrate conclusions;
Verbal-logical – based on logical constructions and inferences. Able to reason about abstract concepts;
Subject-effective – close to visual-effective. Used to solve applied problems;
Empirical - using lived experience to make inferences.

Each person has all types to one degree or another. The verbal-logical or abstract type develops later than the others. Characteristic only for humans. Other types appear to varying degrees in some animals. In essence, abstract thinking allows a person to use a wide conceptual apparatus and transfer knowledge through indirect sources - a book, an educational film, etc.

Theoretical thinking

The goal of theoretical thinking is the knowledge and generalization of rules and laws, both scientific and everyday. In most cases, theoretical thinking is aimed at searching and finding certain general patterns.

Verbal-logical (conceptual) thinking is different in that in the process of solving a problem a person uses concepts, performs mental operations (actions in the mind), without using the experience gained from the senses. The tools in this case are concepts, judgments and inferences. This type of thinking provides an abstract, but accurate and generalized reflection of reality. Who uses verbal-logical thinking most often? These are people of science who carry out theoretical research.

Theoretical figurative thinking makes it possible to reflect reality no less realistically than verbally and logically. With this type of human thinking, the tools for solving a problem are images that are either extracted from memory or generated by the imagination, that is, recreated creatively. Who most often uses theoretical imaginative thinking? Creative people working with images, engaged in art and literature.

Both types of theoretical thinking complement each other, coexist, revealing, although different, but interconnected facets of existence.

There is also a more detailed classification of types of thinking:

Based on the form, the types already discussed above are distinguished: visual-effective, visual-figurative, figurative and abstract-logical thinking.

According to the nature of the problems being solved , the practical and theoretical thinking discussed above are also used.

According to the degree of development - discursive and intuitive thinking.

Discursive (expanded) thinking is distinguished by the fact that a person hears, sees and feels his internal actions, his inner speech. It is based on the logic of reasoning, and not on perception, has clearly defined stages and unfolds in time.

With collapsed ( intuitive ) thinking, it is based on sensory perception and reflection of objects and phenomena of the surrounding world. It is brief, has virtually no stages, and is almost unconscious.

According to the degree of originality and novelty of the result of mental operations, a distinction is made between productive and reproductive thinking.

Productive thinking is based on creative imagination. It is aimed at understanding what is happening, setting goals, finding solutions and obtaining useful conclusions and experience.

Reproductive thinking is based on the use of already existing ideas and images.

There is also a classification of types of thinking depending on the degree of standardization of the problems being solved . In this regard, they share:

Algorithmic thinking . It is based on ready-made algorithms and rules, on the execution of a certain sequence, and is used to solve typical problems.
Discursive thinking relies on reasoning based on interrelated inferences.
Heuristic thinking is about finding solutions to non-standard problems.
Creative thinking is a search for discovery, a path to obtaining completely new results.

Some psychologists, classifying types of thinking, divide it into three types: verbal-logical, visual-effective and visual-figurative, and within verbal-logical thinking , which performs logical operations with concepts, they distinguish a number of types of thinking:

Theoretical , in which laws and rules are comprehended, hypotheses and concepts are built.
Practical , allowing you to test hypotheses in a limited time, draw up practical plans and prepare for changes in existing reality. He is characterized by subtle observation, the ability to find and use important details and quickly apply solutions in practice.
Analytical (logical) – conscious thinking that has a clear structure.
Realistic thinking, based on the laws of logic and aimed at the world around us.
Autistic thinking is inextricably linked with the inner world of a person, the realization of his desires.
Productive – creating something new.
Reproductive – reproducing on the basis of what has already been created, according to a model.
Involuntary - this thinking in this classification is considered as a transformation of dream images.
Voluntary – representing a purposeful solution of mental problems.

Thinking is the result of the reaction of the cerebral cortex to external stimuli, and thinking disorders are a manifestation of a disorder in information processing processes. In completely healthy people, minor or short-term disturbances in thinking may occur. At the same time, psychopathology reveals thought disorders that are painful and pronounced. Some diseases can cause one or another type of thinking disorder. These include dementia, schizophrenia, severe forms of epilepsy, consequences of serious traumatic brain injuries and other diseases.

Visually effective type

This is the earliest form of mental activity that develops in humans. It is typical for children under 3 years of age. Mental operations are based on manipulations with really existing tangible objects. Each problem is solved immediately at the practical stage, during manipulations with objects. Thinking disorders of this type are rare. Mainly with severe mental retardation. They lead to the fact that the process of development of brain activity as a whole slows down or stops.

How and when does developmental disorder develop?

This is the first stage in the development of mental activity. The time frame for its development to begin varies. Some experts indicate that a child is capable of simple mental operations from birth. Others say that the development of mental processes is closely related to the ability to move and appears simultaneously with a decrease in muscle hypertonicity. Estimated time frame: 6 months – 1 year.

Vivid and uncontrolled manifestations of visual-effective thinking in children over 3 years of age, adolescents and adults indicate serious mental disorders - mental retardation, regression in psychosis. The patient exhibits a pronounced desire to grab, break and hide surrounding objects.

Manual or visual-effective thinking of children and ways of its development

This type of solving life problems got its name due to the fact that the child constantly performs some kind of manipulation with surrounding objects. The most striking manifestations are the baby grabbing toys, knocking them, testing them, licking them, trying to take them apart and put them back together.

It makes no sense to wean a child from these manipulations; a much more important task for parents is to provide the child with toys that he can disassemble and assemble without damaging them. An excellent option is sorters. This educational toy has many functions and modifications. The principle of operation is usually similar - assemble, disassemble, correlate colors, edges, shapes. This is both a puzzle and a construction set in one toy. Check out the selection of smart toys in different prices and variations.

Visually effective type of thinking in adults

In adults, such mental operations are involved in cases where the result of actions cannot be predicted on the basis of existing inferences. A striking example is mastering an unfamiliar technique. Arrangement of furniture in the room or objects on the table, selection of necessary materials according to shape, texture, subjective sensations.

Development of thinking: ways to train the brain

Thinking can rightfully be called the crown of human knowledge. It is a mental activity with its own goals, motives, operational functions and results. It can be characterized in different ways: as the highest degree of assimilation and processing of information and the establishment of cause-and-effect relationships between objects of reality, as a process of displaying the obvious properties of objects and phenomena and, consequently, the formation of ideas about the surrounding reality, and as a process of cognition of the world based on on the continuous replenishment of the baggage of concepts and ideas about it.

But, regardless of the interpretation, it can be established that the better a person’s thinking is developed, the more effectively he can interact with the world around him and other people, study and cognize, understand phenomena and truths. Thinking is formed as a person develops from his very birth, but life circumstances do not always develop in such a way that it continues to develop. It often happens that, having reached a certain level, development slows down. However, each of us is able to influence this process, like many others. In other words, everyone is capable of developing their own thinking, and we will talk about how this is done in this article.

But before we get down to the main material, we should say a few words about what thinking is like in general. In total, there are several of its main types, studied by specialists most often and most of all:

Visual-figurative thinking;
Verbal-logical (aka abstract) thinking;
Visual-effective thinking;
Logical thinking;
Creative thinking.

Below we will provide a brief description of each type of thinking and indicate effective and simple ways to develop them.

Visual-figurative thinking and exercises for its development

With the help of visual-figurative thinking, reality is transformed into images, and ordinary phenomena and objects are endowed with new properties. It involves visually solving problems and problems without the need to resort to practical actions. The right hemisphere of the brain is responsible for its development. Visual-figurative thinking should not be confused with imagination, because... it is based on real objects, actions and processes, and not imaginary or fictitious ones.

Visual-figurative thinking can be developed in adults and children in the same ways. Here are some good exercises:

Remember several people with whom you had the opportunity to communicate today, and imagine in detail their clothes, shoes, hairstyle, appearance, etc.
Using just two nouns, one adverb, three verbs and adjectives, describe the words "success", "wealth" and "beauty".
Try some thought experiments: imagine the shape of your pet's ears or, for example, an elephant; count the number of apartments in your entrance and imagine how they are located in the house; Now turn the English letter “N” 90 degrees and determine what came out of it.
Describe the following objects and phenomena in words: a flying swan, flashing lightning, the kitchen of your apartment, lightning, a pine forest, a toothbrush.
Recall in your memory the image of a recent meeting with friends and give mental answers to several questions: how many people were in the company, and what clothes did each of them wear? What food and drinks were on the table? What were you talking about? What was the room like? What position did you sit in, what sensations did you experience, what did you taste from the food and drinks you consumed?

These exercises can be modified at your discretion - you can do whatever you want, but the main thing here is to use visual-figurative thinking. The more often you use it, the better it will develop.

You can also check out a course that will help you develop your thinking in just a few weeks. Check it out here.

Verbal-logical (abstract) thinking and exercises for its development

Verbal-logical thinking is characterized by the fact that a person observing a certain picture as a whole isolates from it only the most significant qualities, not paying attention to unimportant details that simply complement this picture. There are usually three forms of such thinking:

Concept – when objects are grouped according to characteristics;
Judgment - when any phenomenon or connections between objects are affirmed or denied;
Inference – when specific conclusions are drawn based on several judgments.

Everyone should develop verbal and logical thinking, but it is especially useful to develop it from an early age in children, because this is an excellent training for memory and attention, as well as imagination. Here are some exercises you can use for yourself or your child:

Set a timer for 3 minutes, during this time write the maximum number of words starting with the letters “zh”, “w”, “ch” and “i”.
Take a few simple phrases, such as “what’s for breakfast?”, “let’s go to the movies,” “come visit,” and “there’s a new exam tomorrow,” and read them backwards.
There are several groups of words: “sad, cheerful, slow, cautious”, “dog, cat, parrot, penguin”, “Sergey, Anton, Kolya, Tsarev, Olga” and “triangle, square, board, oval”. From each group, select those words that do not fit the meaning.
Identify the differences between a ship and an airplane, grass and a flower, a story and a poem, an elephant and a rhinoceros, a still life and a portrait.
A few more groups of words: “House - walls, foundation, windows, roof, wallpaper”, “War - weapons, soldiers, bullets, attack, map”, “Youth - growth, joy, choice, love, children”, “Road - cars, pedestrians, traffic, asphalt, poles.” Choose one or two words from each group, without which the concept (“house”, “war”, etc.) could exist as such.

These exercises, again, can be quite easily modernized and modified, simplifying or complicating them at your discretion. It is because of this that each of them can be an excellent way to train abstract thinking in both adults and children. By the way, any such exercises, among other things, perfectly develop intelligence.

Visually effective thinking and exercises for its development

Visual-effective thinking can be described as the process of solving mental problems by transforming a situation that has arisen in real life. It is rightfully considered the first way to process received information, and it develops very actively in children under 7 years of age, when they begin to combine all kinds of objects into one whole, analyze them and operate with them. And in adults, this type of thinking is expressed in identifying the practical benefits of objects in the surrounding world, being the so-called manual intelligence. The left hemisphere of the brain is responsible for the development of visual and effective thinking.

An excellent way to learn and train here is the usual game of chess, making puzzles and solving puzzles, sculpting all kinds of plasticine figures, but there are also several effective exercises:

Take your pillow and try to determine its weight. Then “weigh” your clothes in the same way. After this, try to determine the area of the room, kitchen, bathroom and other areas of your apartment.
Draw a triangle, a rhombus and a trapezoid on album sheets. Then take your scissors and turn all these shapes into a square by cutting once in a straight line.
Place 5 matches on the table in front of you and make 2 equal triangles from them. After that, take 7 matches and make 2 triangles and 2 squares from them.
Buy a construction set at the store and use it to create various shapes - not just those indicated in the instructions. It is recommended that there be as many details as possible - at least 40-50.

As an effective complement to these exercises, chess, etc., you can use our excellent course on developing thinking.

Logical thinking and exercises for its development

Logical thinking is the basis of a person’s ability to think and reason consistently and without contradictions. It is necessary in most life situations: from ordinary dialogues and shopping to solving various problems and developing intelligence. This type of thinking contributes to a successful search for justifications for any phenomena, a meaningful assessment of the world around us, and the competent construction of speech and judgments. The main task in this case is to obtain true knowledge about the subject of reflection with the basis for analyzing its various aspects.

Among the recommendations for the development of logical thinking are solving logical problems (and this is also an excellent training of memory and attention in children and adults), passing IQ tests, logical games, self-education, reading books (especially detective stories), arguing and intuition training.

As for specific exercises, we advise you to take note of the following:

From several sets of words, for example: “chair, table, sofa, stool”, “circle, oval, ball, circle”, “fork, towel, spoon, knife”, etc. you need to choose a word that does not fit the meaning. Despite its simplicity, this is a very effective technology for developing logical thinking, and similar sets and exercises can be found in large quantities on the Internet.
Group exercise: Get together with friends or the whole family and divide into two teams. Let each team invite the opposing team to solve a semantic riddle that conveys the content of some text. The point is to determine what kind of text it is. Here is a small example: “The clergyman had an animal on the farm. He had strong warm feelings for him, however, despite this, he carried out a violent action on him, which led to his death. This happened for the reason that the animal did something unacceptable - it ate part of the food that was not intended for it.” Thinking logically, one can recall a children's song that begins with the words: “The priest had a dog, he loved it...”
Another group game: a member of one team performs an action, and a member of the other must find the reason for it, and then the reason for the reason, and so on until all the motives for the behavior of the first participant are clarified.

Let us repeat that these exercises (in particular the last two) are excellent ways to develop logical thinking and intelligence, suitable for people of all ages.

Creative thinking and exercises for its development

Creative thinking is a type of thinking that allows you to organize and analyze ordinary information in an unusual way. In addition to the fact that it contributes to an extraordinary solution to typical tasks, questions and problems, it also increases the efficiency of a person’s assimilation of new knowledge. Using creative thinking, people can consider objects and phenomena from different angles, awaken in themselves the desire to create something new - something that did not exist before (this is the understanding of creativity in its classical sense), develop the ability to quickly switch from one task to another and find many interesting options for doing work and ways out of life situations.

Methods for developing creative thinking are based on the idea that a person realizes only a small percentage of his potential during his life, and his task is to find opportunities to activate unused resources. The technology for developing creativity is based primarily on several recommendations:

You need to improvise and always look for new ways to solve everyday problems;
There is no need to focus on established frameworks and rules;
You should expand your horizons and constantly learn something new;
You need to travel as much as possible, discover new places and meet new people;
You need to make learning new skills and abilities a habit;
You need to try to do anything better than others.

But, of course, there are also certain exercises for the development of creative thinking (by the way, we advise you to familiarize yourself with our courses on the development of creative thinking and thinking in general - you will find them here and here).

Now let's talk about exercises:

Take several concepts, for example, “youth”, “man”, “coffee”, “teapot”, “morning” and “candle”, and select for each of them the maximum possible number of nouns that define their essence.
Take several pairs of different concepts, for example, “piano – car”, “cloud – locomotive”, “tree – picture”, “water – well” and “plane – capsule” and select the maximum number of similar features for them.
Imagine several situations and think about what could happen in each of them. Examples of situations: “aliens are walking around the city”, “not water, but lemonade is running from the tap in your apartment”, “all domestic animals have learned to speak human language”, “it snows in your city in the middle of summer for a week.”
Look around the room where you are now and stop your gaze on any object that interests you, for example, on a closet. Write down on a piece of paper 5 adjectives that go with it, and then 5 adjectives that are completely opposite.
Think about your job, hobby, favorite singer or actor, best friend or significant other, and describe it (him/her) in at least 100 words.
Remember some saying or saying, and write a short essay, poem or essay based on it.
Write a list of 10 purchases you would make before the end of the world.
Write a daily plan for your cat or dog.
Imagine that, upon returning home, you saw that the doors of all apartments were open. Write 15 reasons why this could happen.
Make a list of 100 of your life goals.
Write a letter to your future self - when you are 10 years older.

Also, to activate your creativity and intelligence, you can use two excellent methods in everyday life - synectics and brainstorming. These ways to develop creativity will help you destroy all stereotypes, expand your comfort zone and develop an original and unique type of thinking.

In conclusion, we will say that if you have a desire to organize or continue your education and develop your thinking more effectively, then you will certainly like one of our courses, which you can find at this link.

Otherwise, we wish you every success and well-rounded thinking!

We also recommend reading:

Storytelling
The best blog materials in 2021: thinking development, brain training, self-education
How and why to develop thinking
Cognitive processes
Intelligence and its development: several recommendations
Language and thinking
Koos Cubes
Types of thinking
Thinking techniques
Combinatorial thinking
Thinking games

Key words:_D1025, 1Cognitive science

Visual-figurative type

This form of thinking manifests itself in the fact that the child is able to imagine the final result of his actions. With the visually effective method, the baby has no idea about the result of his actions, but remembers the relationships as a result of repetition. With visual-figurative learning, the preschooler guesses what the result will be.

How and when it develops, what developmental disorders exist

Visual-figurative thinking is formed on the basis of visual-effective thinking. Formation begins at the age of about 3 years. This is the main type of mental activity of preschoolers. Reaches a peak at 5-6 years.

Signs that the baby has the beginnings of imaginative thinking:

he is able to recognize objects without touching them,
is able to select several similar objects,
break simple tasks into several interconnected components.

Tools for developing an imaginative way of thinking - prefabricated toys (pyramids, cubes, puzzles -), then - observing nature, retelling what you heard, drawing from memory. The criterion that imaginative thinking is actively developing is that the baby can describe his actions before starting them.

Visual-figurative thinking disorders in childhood are a lack of skills characteristic of this stage, loss of interest in complex toys. In adults, such disorders look like this:

Aimless manipulation of objects. Example – a patient may strike a lighter for a long time and aimlessly;
Ridiculous actions with objects that create the feeling of a child's game;
Imitative actions;
Mimo actions - similar to correct ones, but deliberately ineffective (lighting a match with the other end);
Destructive actions - aggressive or auto-aggressive.

This behavior is typical for patients with psychosis, catatonic disorders, and schizophrenia.

How do images help in mental activity?

An image is a holistic idea of the result of one’s activities. It becomes the basis for the formation of more complex abstract thinking and supports the ability to perceive holistically. In adults, the main function of images is setting goals for their actions, emotional involvement in activities, and the formation of a creative approach.

Important

Imaginative thinking can only work with those phenomena that it has already encountered, so observation is extremely important at this stage of development. Emotions are always included in the perception of an image - this is important for both children and adults engaged in creative work. At the same time, this type of brain work is not characterized by special attention to detail - it notices the important and essential qualities of an object, while the rest can be distorted or discarded.

The process of thinking formation

From birth to about three years of age, a child discovers the world by seeing and touching objects around him. Babies are interested in absolutely everything – from their mother’s eyes to a fluffy cat. But it’s not enough to just see – they need to touch things that are nearby. Thus, with the help of touch, they begin to understand what is wet and what is dry, what is smooth and what is rough.

WE RECOMMEND WATCHING: How thinking disorder manifests itself

To understand what an object it is, the baby must touch it, often even taste it. This is how he prepares for mental activity. In the desire to understand the features of this or that toy, the child comes to the idea that he is trying to find out how it works, what is inside it. As a result, the toy often breaks. Parents who scold their child in such cases are wrong. In fact, in this action of the baby lies the desire to explore the world; this is the first stage in the development of research activities.

The thought processes occurring in the brain of a small child during this period differ from the same processes in an adult. The main difference is the child’s transition to active action in an attempt to solve a problem. An adult first understands how and what needs to be done.

Examples of visually effective thinking: a child wants to get a toy that is in the closet on the top shelf. Due to his short stature, he cannot reach. What is the baby doing? He takes the chair, puts it next to the closet, climbs in and takes out a toy. Such actions are typical for a child of 2–3 years of age.

Older children (5 years old) can form a preliminary picture of this action in their minds, where they predict the result. They “picture” in their imagination what will happen if, for example, a chair wobbles. The possible result of the actions will force the baby to be more careful or call an adult. This is already visual-figurative thinking.

It's more complex. During his development, the baby imagines what will happen after he performs certain actions. This is a significant stage in the development of a person’s brain activity (especially a preschooler), which is necessary in the process of further learning, because to learn any science is to be able to think.

The highest form of development of thinking processes is verbal-logical. Its features:

is based on the base of linguistic means;
concepts are used;
logical constructions are used;
characterizes the late stage of development of human thinking.

Verbal-logical thinking is the ability to think using concepts that are expressed in speech. When a baby says a word, a specific object appears before his mind's eye. For example, when hearing the word “cat,” the image that comes to mind is exactly the animal that he saw (in a book or at home). Over time, the baby will learn to generalize all subjects.

WE RECOMMEND SEEING: How to help a child if he has a bad memory

Abstract boolean type

Abstract thinking operates not only with images, but also with abstract concepts. A person who has developed this type of mental activity is able to systematize information and purposefully search for it, and plan his activities. It is considered the highest degree of development of brain activity, characteristic only of humans.

How and when it develops, possible developmental disorders

The formation of abstract thinking begins at 5-7 years of age. Late preschool and early school period. The full ability to operate with abstract concepts is formed in adolescents and remains throughout life.

Signs that a preschooler has begun to develop logical thinking:

meaningful use of abstract concepts in speech,
the emergence of the skill of detailed planning of one’s activities,
understanding cause-and-effect relationships in the actions of others.

All these operations occur without direct contact with objects.

Impaired brain activity manifests itself in the inability to generalize, highlight the main thing, and understand the figurative meaning of words and expressions. To identify such disorders, tests are used in which you need to interpret a proverb or saying and identify fundamental similarities between different objects.

Peculiarities

This type of thinking uses complex logical operations. In adolescents and adults it is the main one. Thanks to it, a person is able to plan, set goals and evaluate their feasibility, evaluate his own actions and the actions of others, draw conclusions and learn from his own and others’ experiences. Characterized by deep attention to detail, understanding of context, low emotional involvement.

19.02.2019

Visual-effective thinking

What is it and how does it work in children

Visual and effective thinking is the first step in the development of brain activity. It is based on real actions that a child performs with objects. It begins with a simple touch, which helps to understand the structure of the object and come to simple conclusions: the teddy bear is soft and pleasant to the touch, the pan is cold and heavy, the water is liquid, the snow is cold, and so on.

Early development of thinking

From a very early age, the child begins to contact the world around him through objects that are near him. And the task of parents at the initial stage is to introduce the child to different objects and give him the opportunity to interact with them.

Touching becomes more active. Children strive to separate parts of one object. They may break toys or tear paper pages. This is a stage of research that helps to understand how the world around us works.

The child is not yet able to draw complex conclusions or think theoretically. Thinking is based on practice and trial and error. This is why the child often repeats the same action several times. For example, he throws a toy off the table and watches it fall. When the same action leads to the same result, the brain records it as an expected model of reality. And if at this moment you replace the car, which loudly falls to the floor, with a ball that bounces back, you can see that the child will be surprised and will strive to repeat the experiment again and again in order to consolidate the result.

In-depth knowledge of the world

After a child learns to crawl, the world around him expands along with the number of objects available for interaction. When he begins to walk, contact with objects goes to the next level, because now he can carry objects and try to understand how they interact with each other.

Increasingly, the child resorts to indirect influence instead of direct contact with him. For example, at first the baby plays with a spoon. For him, it is just one of a number of items. But when he, repeating the movements of an adult, tries to scoop up porridge with a spoon, then it becomes a means to achieve the goal. The child’s brain assigns to different objects certain functions that they perform. Tool activity is being formed.

Substitution skill

An important stage is mastering the skill of substitution, when a child, in the absence of a familiar object-means, uses one that is similar to it in some way in order to get a result. At the same time, he soon realizes that substitution does not always work both ways. For example, you can eat an omelet with a spoon instead of a fork, but you cannot eat soup with a fork.

Development by age

Visual and effective thinking actively develops from 6-7 months to 3 years. Along with it, skills are formed in constructing cause-and-effect relationships, on the basis of which the child will be able to move to the next stage of development of brain activity: visual-figurative thinking. Options for solving a problem are sorted out in the mind without the need to test each of them in practice. Visual-figurative thinking predominates in a child aged 4-5 years. After this comes the development of logical thinking as the final type of brain activity of the child.

The Importance of Visual-Effective Thinking

Visual and effective thinking is the first stage in the development of brain activity, therefore the full passage of this stage is of great importance in the further development of the brain.

Although visual-effective thinking is called the initial stage, this type of thinking is actively used by many in adult life. We are talking primarily about production professions: mechanic, repairman, and so on. Of course, in this case it is not a pure visual-effective type of thinking, but a mixture of it with other types of brain activity. A distinctive feature of the adult brain is the ability to switch between different types of thinking depending on the tasks at hand.

Specific subject type

A selection of construction kits that perfectly develop subject-specific thinking

Like visual-effective thinking, the concrete-object type is associated with direct interaction with objects, but is its more developed type. A person with concrete-subject thinking, unlike a small child, has a goal and imagines the result of his actions. This type of mental activity accompanies applied operations, most often in the technical field. It allows you to “adjust” certain devices to a specific situation.

How and when does developmental disorder develop?

Practical thinking begins to develop around 4-7 years, the start time is quite flexible. What is needed is a developed visual-figurative method and the presence of at least the rudiments of the abstract-logical. This type of mental activity is formed on the basis of constant work with hands, requiring a creative approach. He is well developed by construction sets and other complex toys - a good selection.

Developmental disorders manifest themselves in the form of an inability to follow instructions, difficulty in moving from theory to practice.

Forms (criteria) of thinking

Thinking operates with several basic categories, which are characteristic mainly of the abstract-logical type.

A concept is the simplest act of mental activity. It reflects the very fact of understanding objects or phenomena. The external manifestation of the concept is the ability to name an object using its main features (black cat, cold rain, bad mood, etc.).
Judgment is the ability to establish relationships between concepts and combine them into groups. External expression is the ability to describe one concept using others in a sentence. Examples of judgments: a cat and a dog are animals; rain is precipitation in the form of water.
Inference - allows you to derive new judgments from existing ones that are interconnected. An example of a conclusion: rain is precipitation in the form of water, in winter the water freezes, which means rain is possible only in summer. Inferences can be true or false. An example of an incorrect inference is that a cat is an animal, the cat meows, which means all animals meow.

A separate type of inference is a hypothesis. It is based partly or entirely on assumptions and requires verification and evidence. In everyday life, a person makes several hundred inferences a day. For example, from the readings of the thermometer outside the window, he makes a conclusion about what clothes to wear.

Operations of thinking

Operations are unique units of measurement for thinking. At their expense, mental activity is carried out. They are present at any stage of development of intellectual abilities, but manifest themselves in different forms.
Comparison is the search for differences and similarities between objects. Based on comparison, objects can be grouped based on similarity.
Analysis is the division of an object into its components. At the simplest stage, it is accompanied by physical separation of the object (the child breaks toys).
Synthesis is an operation opposite to analysis - recreating the appearance of a whole object from its parts.
Abstraction is the selection of essential features of an object, ignoring non-essential ones.
Concretization is an operation opposite to abstraction - identifying the specific characteristics of an object, perceiving its diversity.
Induction is the derivation of conclusions from the particular to the general, the distribution of knowledge about a specific object to the entire group of similar objects.
Deduction is an operation opposite to induction - drawing conclusions from the general to the particular, distributing knowledge about a group of objects to each object of this group.

Read more in the article Deductive Reasoning

Classification is the division of objects according to their differences. Performed on a comparison basis.
Generalization - identifying common features for different objects. This operation is performed on a comparison basis.

Types of thinking

Types of thinking are features associated with which of the operations predominates during the formation of inferences. This does not mean that the others are not fulfilled. The brain cannot limit itself to one type of operation, otherwise all conclusions will be incorrect.

Deductive

It is based on initial statements that are valid for most cases (axioms, less often hypotheses). From them, through a chain of logical conclusions, a conclusion is drawn that is fair in a certain situation. An important condition is that the original statement must be true.

Critical

This type of thinking is based on knowledge, information analysis and individual personality traits. In psychiatry, critical thinking refers to the ability to evaluate the appropriateness of one's behavior.

Inductive

This is the ability to form conclusions based on private knowledge and personal experience, to draw conclusions that should be valid for the entire group of objects. Judgments will be correct if the feature that unites objects into a group is chosen correctly.

Analytical

Based on the operation of analysis, it is highly structured, orderly, and has a deep understanding of the essence of processes. Weakness: low ability to organize activities.

Investigative

A combination of analysis and setting new tasks. Allows you to study objects in more detail, identify relationships and formulate tasks for the future.

You may also be interested in reading Profiling. 10 rules and 20 tricks to read people like a book

Systematic

Based on identifying the relationships between objects and their deep understanding. Perception of the surrounding world in interaction.

Creative

The main feature is flexibility, the search for new goals or new ways to achieve known goals.

Synthetic

It's about putting together different "pieces of the puzzle." Allows you to plan tasks, set important goals, and highlight the most significant details.

Interrogative

This type combines all operations equally. The main way of knowledge is to ask questions, find answers to them, from which new questions follow.

Divergent

This type of thinking finds a number of alternatives for any action, from which it consistently chooses the optimal path.

Modern types of thinking: general characteristics of thinking and methods of development

However, these are not all the types of thinking that modern psychologists and cognitive specialists identify. In our life we cannot do without the ability to think strategically, critically and imaginatively. But these are also types of thinking. They are the ones who help a person to be successful, set ambitious goals and achieve them.

So, let's look at what popular types of thinking exist, what they are, and what methods and exercises can be used to develop them.

Necessary types of thinking for a modern person:

Critical thinking.
Strategic thinking.
Logical thinking.
Analytical thinking.
Thinking outside the box.
Creative or creative thinking.
Systems thinking.
Creative thinking.
Spatial thinking.
Abstract thinking.
Algorithmic thinking.
Deductive thinking.
Associative thinking.
Mathematical thinking.

By the way! Our readers now have a 10% discount on any type of work.

Critical thinking

What is critical thinking and how to develop it? The ability to think critically means the ability to doubt, ask questions, analyze, form judgments based on received arguments and defend one’s point of view.

Critical thinking is an essential skill for a student. It is he who helps to choose the right literature and competently work with sources during the preparation of coursework, dissertations and other works.

How to develop critical thinking in an adult? There are several proven methods:

constantly improve knowledge, learn new things and expand your horizons;
communicate with smart people;
learn to ask questions and look for answers;
read a lot and analyze what you read;
explore different points of view;
come up with different options for how situations might develop;
analyze mistakes and failures, draw conclusions;
play chess, board games;
solve puzzles and rebuses.

Solving puzzles helps develop thinking

Strategic Thinking

Strategic thinking is the ability to assess the risks of your actions and anticipate the consequences. Any thinking person must develop the art of seeing and creating strategies to achieve success in different areas of life.

What examples of strategic thinking can you give? The most relevant is the attitude towards learning. If a student makes a study and preparation plan at the beginning of the school year, this strategy will allow him to prepare for tests and exams with ease and confidence. But the “at random” attitude is more likely to lead to a retake.

How to develop strategic thinking? Focus on the following skills:

observe events and look for general trends;
ask difficult questions and try to find answers to them;
always evaluate actions in terms of possible consequences;
learn to think logically and clearly;
make decisions and take responsibility;
take time to take stock and evaluate the situation;
constantly learn something new to expand your knowledge;
learn to be open-minded;
put yourself in another person's place.

Logical thinking

Logical thinking is the ability to think logically, reasoning consistently and consistently.

How to develop logical thinking as an adult? This is a very important question. After all, logic helps not only in study and work. She is an excellent travel companion in any life situation. So take note of the following exercises and ways to develop logical thinking:

solve logical problems;
read and analyze the texts you read;
solve scanwords, crosswords and puzzles;
look for logical patterns;
study foreign languages;
learn to write with your left hand if you are right-handed, and vice versa.

Writing with your left hand if you're right-handed is a great way to practice thinking.

Analytical thinking

Analytical thinking is the ability to work with large data of information, dividing them into logical parts and examining each according to a certain scheme.

It is impossible to think analytically without well-developed logic. Therefore, in searching for an answer to the question: how to develop analytical thinking, do not forget about the advice from the previous paragraph and supplement them with the following:

solve math problems;
analyze situations and information;
look for alternative solutions;
participate in discussions;
learn to create smart and clear notes;
simulate different situations.

Thinking outside the box

Non-standard, or lateral thinking is the ability to think outside the box in ordinary situations and look for unexpected solutions.

British psychologist Edward de Bono studied issues of lateral and creative thinking, and shared his findings in books. For example, in his work “Six Thinking Hats” you can find simple and effective exercises that help develop non-standard thought processes.

British psychologist Edward de Bono

How to develop unconventional thinking? Use proven exercises:

go beyond: always look for additional solutions and properties, not limited to standard conditions;
look for ways to use it: take any item and come up with at least 100 options for how it can be used;
connect random words: find relationships between different objects and phenomena.

Creative or creative thinking

Creative or creative thinking is very similar to lateral thinking. It also characterizes a person’s ability to create something new and non-standard, bypassing the usual rules and patterns. The ability to think creatively helps you come up with ideas and change this world for the better.

Creativity is the most important soft skill of our time. HR managers of large companies want to see this skill not only in specialists in creative professions, but also in managers and technical workers.

How to develop creative or creative thinking? Use the following proven techniques:

change the situation, go beyond;
switch between tasks rather than sit on one thing;
come up with ideas on your own and discuss them in a general brainstorming session;
listen to happy music - studies say it improves creative thinking;
develop a sense of humor and a positive attitude towards life;
reproduce other people's ideas and create your own based on them.

Systems thinking

The ability to think systematically is an important skill for managers. But it will also be useful in any professional field. After all, systems thinking is a holistic perception of phenomena and objects, the ability to find and create a system by working with information, people and companies.

Systematic thinking is important not only for professional development. This ability helps to organize life, set goals and see ways to achieve them.

How to develop systems thinking? Perform simple steps every day:

look for a system in all situations and processes;
find the main elements that make up the system;
develop the ability to analyze and synthesize;
approach every situation critically;
try to predict the development of the system;
develop the ability to reflect, that is, conduct introspection and evaluate oneself from the outside;
Read books to develop systems thinking, such as Ian McDermott and Jane O'Connor's The Art of Systems Thinking.

Seeing a system in everything is an invaluable skill that will definitely come in handy in life.

Creative thinking

Imaginative thinking is the ability to “draw” mental images of phenomena and objects that are not in the immediate environment.

Figurative thinking, as a rule, relies on a person’s visual memory. But this does not mean that we cannot imagine abstract phenomena or animals that we have never seen. In this case, everyone will have their own images.

How to develop imaginative thinking? For this, psychologists recommend different exercises. For example:

study objects, people, natural phenomena, and then describe them with your eyes closed;
choose abstract phenomena and try to mentally draw their images;
develop photographic memory;
observe clouds or other abstract phenomena and find images.

Spatial thinking

Spatial thinking is a type of figurative thinking, which is characterized by the ability to navigate well in space, as well as mentally create three-dimensional images and forms.

How to develop spatial thinking? Even if you skipped geometry classes as a child at school and always suffered from topographic cretinism, there are methods that will help improve this ability:

solve geometry problems;
try to draw mental maps of the area;
start designing airplanes, castles, etc.;
collect puzzles;
draw mirror reflections of paintings;
play board games.

Abstract thinking

Abstract thinking is one of the types of thinking that allows you to create abstract concepts and operate with them.

It is the ability to think abstractly that helps a person communicate, learn different languages, count and read, and write.

How to develop abstract thinking? To do this, you can use the following methods:

imagine different emotions;
read the book in reverse order;
come up with contradictory phrases;
make up abbreviations;
choose an item and write down all its functions and properties;
write down all the words starting with a certain letter within a limited time;
give names to life events.

Brainstorm with friends to develop your thinking

Algorithmic thinking

The algorithmic type of thinking includes the ability to direct the thought process to solve certain problems, see other people’s algorithms and create your own.

Algorithmization of processes is their description with mathematical symbols, in which it is necessary to reflect the basic acts of the processes, their sequence and interconnection.

If you want to go into IT, you just need to know how to develop algorithmic thinking. Here are some ways:

study computer science;
play strategy games;
get involved in programming;
break down different processes into steps.

Deductive Reasoning

Deductive thinking is the ability to draw specific conclusions from general phenomena. That is, it is a skill that allows you to notice small details and come to accurate conclusions.

Deduction is also an important research method that students use in the practical part of coursework and dissertations. So a well-developed skill will help you not only guess moves in the Sherlock series, but also be a great student.

How to develop deductive thinking? There are several important and useful ways:

pay attention to little things;
develop memory;
learn to formulate thoughts clearly and logically;
deeply study the chosen field of knowledge;
train concentration;
study other people's body language;
keep a diary and record all the events of the day;
develop intuition;
solve puzzles and logic problems;
learn to listen and hear others;
read a lot.

Becoming a real Sherlock is a very real task

Associative thinking

Associative thinking is a person’s ability to see and create relationships between different images.

The ability to associatively helps a person better remember information, imagine different ideas, create stories and find relationships between phenomena. How to develop associative thinking in adulthood? There are several ways:

build associative chains between different words;
remember a number of words through associations;
look for associative definitions for different phenomena;
come up with unusual associations for familiar objects.