Volume 04 Issue 12-2024
101
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
101-106
OCLC
–
1368736135
A
BSTRACT
Thinking is a higher form of human mental activity; the process of reflecting objective reality in the mind.
Thinking is considered a tool for knowing the environment, social phenomena, reality, as well as the main
condition for implementing human activity. It is a higher cognitive process that more fully and accurately
reflects reality than intuition, perception, imagination.
K
EYWORDS
Thinking, logical thinking, critical thinking, concept, judgment, conclusion, intuition, cognitive processes,
student, thinking.
I
NTRODUCTION
There is a traditional question of what psychology
is about, but in the current era, the question of
what is the subject of psychology of thinking is
being raised. It is known that psychology is not
the only science that studies thinking, since some
of its aspects are studied by logic, philosophy, and
even cybernetics. Therefore, determining the
subject of psychology of thinking is becoming one
of the most important issues. The definition of
thinking in general psychology textbooks varies,
emphasizing only two or three important
features. For example, in the textbook of P. I.
Journal
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Research Article
RESEARCH OF THE TOPIC OF THINKING IN PSYCHOLOGY
Submission Date:
December 05,
2024,
Accepted Date:
December 10, 2024,
Published Date:
December 15, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-12-17
Oljabaev Azim
2nd year student of the Faculty of “Pedagogy and Psychology” of Tashkent University of Applied Sciences
,
Uzbekistan
Mirashirova Nargiza
Scientific advisor, associate professor of the Department of “Psychology” of Tashkent University of Applied
Sciences, Uzbekistan
Volume 04 Issue 12-2024
102
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
12
Pages:
101-106
OCLC
–
1368736135
Ivanov, it is defined as "thinking is such a mental
activity of a person that this activity allows the
most accurate (correct), complete, deep and
generalized reflection (knowledge) of reality, and
allows a person to engage in truly rational
practical activity." This definition emphasizes
only the complete, clear and generalized
reflection of thought, but its characteristic
features are indirectly expressed with the help of
words, which is beyond the author's attention.
The components that are included in the subject
of thought are expressed as follows: "Thought is a
process, cognitive activity, which generalizes
reality with its product, characterizes indirect
reflection, and divides it into types depending on
the degree of generalization and the novelty of
these generalizations in relation to the means
used." O. K. Tikhomirov emphasized most of the
aspects and characteristics of thought in this
definition.But the emergence of new approaches
to the problem of thinking requires further
improvement of the definition. Currently, there
are various views and definitions in psychology
regarding the subject of thinking. We will
describe some of them. According to the theory of
S.L. Rubinstein, the main psychological study of
thinking is its manifestation as an object, process,
activity. The author deeply analyzes the
emergence of thinking operations as a process in
the formation of forms, and as a thinking activity
in solving a problem situation. S.L. Rubinstein,
developing the idea of thinking, calls it the
emergence of subject activity. Analysis, synthesis,
comparison, abstraction and generalization,
classification and systematization are the main
types of mental operations. Analysis is a thinking
operation with the help of which we analyze the
properties of things and phenomena in a
conceptual or practical way. In the process of
analysis, the relationship of the whole to its parts
and elements is determined. The objects of
analysis can be expressed in the division into
practically indivisible elements or signs.
Synthesis is a thinking operation in which we
mentally and practically combine the parts and
fragments of things and phenomena that have
been divided and separated in analysis with the
help of synthesis and bring them into a whole. It
is clear from the definition that synthesis is a
mental activity consisting in combining the parts
and fragments of elements, things and
phenomena into a whole.Just as analysis is
intellectual, synthesis is also practical. For
example, a first-grader uses the letters in his or
her letter bag to create syllables, syllables to form
words, words to form sentences, sentences to
form short information, and then a story.
Comparison is a thinking operation that uses this
operation to determine the similarities and
differences between objects and phenomena in
the objective world. The scientist K.D. Ushinsky,
who lived in the 19th-20th centuries, noted the
following about the process of comparison: "If
you want to clearly understand something in
nature, find its difference from things that are
very similar to it and its similarity with things that
are very distant from it. Only then will you notice
the most important features of this thing, and
therefore understand this thing."
Volume 04 Issue 12-2024
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(ISSN
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2750-1396)
VOLUME
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OCLC
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1368736135
Abstraction is a thinking operation that uses this
operation to distinguish the important features of
objects and phenomena in the material world and
separate from these features the unimportant
secondary features of objects and phenomena
from the mind.
Generalization is the process of combining a
group of objects, similar important features,
reflected in thought into a single concept of these
objects and combining them in thought. There is
no single theory on the problem of generalization
in psychology. Therefore, psychologists interpret
this process differently, sometimes studying it in
groups. Also, scientists approach the issue of
which generalization method should be used in
school education from different points of view.
While S.L. Rubinstein, V.V. Davidov advocate the
generalization method in education theoretically,
N.A.
Menchinskaya,
D.N.
Bogoyavlensky
recommend using both theoretical and practical
methods.However, the diversity of educational
activities requires the use of various
generalization methods in the lesson process.
Forms of thinking: In psychology, speech is
considered a means of thinking. In humans,
speech is expressed in the form of judgments,
conclusions, and concepts in the process of
thinking. A thought expressed by affirming or
denying the signs and properties of things and
phenomena is called a judgment. Depending on
the number of objects, phenomena, and reality in
existence, their connections and relationships
reflected in a judgment, a judgment can be
divided into the following types.
According to the quality of judgments: affirmative
or negative judgments; According to the number
of judgments: individual, partial, private, and
general judgments; According to the relationship
of judgments: conditional, disjunctive, and
definite judgments; A judgment can also have a
tentative form. Drawing a conclusion is a form of
thinking in which, with the help of this form, we
form a new judgment from two or more
judgments. For example, let's take two judgments
that any movement is the movement of matter,
and heat is a form of movement.
In the textbook "General Psychology" by
Professor E.G.Goziev, the types of thinking are
classified as follows: According to the form of
thinking: Demonstrative-action, demonstrative-
figurative, According to the nature of the task:
theoretical, practical, involuntary, voluntary;
According to the breadth of thought: concrete,
abstract, realistic, autistic intuitive, discursive;
According to the degree of originality of thought:
reproductive, productive, creative, visual, spatial.
In the textbook "Psychology" by V.Karimova, the
types of thinking are classified as follows.
According to the form of thinking: demonstrative-
action,
demonstrative-figurative,
logical;
According to the nature of the problem being
considered: theoretical, practical; According to
the element of creativity: convergent, divergent;
According to its novelty and uniqueness:
reproductive, productive (creative).
Today, logical thinking is gaining importance in
every field, including in the education system.
Mastering the skills of logical thinking is the most
important for a person, because with logical
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
04
ISSUE
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Pages:
101-106
OCLC
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1368736135
thinking he can achieve great success in
understanding objective reality and succeed as a
person. That is why special importance is
attached to the formation of logical thinking of
students at the initial stage of education. When
teaching students to think logically, the teacher
should first of all pay attention to the
psychological development of students: to
stimulate their desire to understand objective
reality, to develop interest in creativity, to
develop memory, speech, and imagination.
Logical thinking is subject to two types of
laws.They are the laws of dialectics and the laws
of formal logic. The laws of dialectics are the most
general laws inherent in the objective world and
the process of cognition, and are the field of study
of dialectical logic. The laws of formal logic apply
only to thinking.
While the laws of dialectics study logical thinking
in the unity of its content and form, the laws of
formal logic study the correct structure of
thought, taking into account its clarity,
consistency, non-contradiction and justification.
The laws of formal logic (or laws of thinking) are
understood as important, necessary connections
inherent in thinking. The laws of thinking arose
and were formed as a result of a long-term
reflection of objective reality in the human brain.
Critical thinking is a special type of thinking that
draws conclusions by analyzing facts. This
concept has complex and diverse definitions,
including rationality, skepticism, objective
analysis and verification of facts. Critical thinking
is a form of self-directed, self-disciplined, self-
controlled, and self-correcting thinking. Its
prerequisite is the acceptance of strict standards
of mental improvement and the vigilant
application of them.The main features of critical
thinking include analysis (the division of the
whole into structural parts) and synthesis (the
combination of parts into a whole), abstraction
(the abstraction of the properties and
relationships of things), the processes of
identifying specific problems and finding ways to
solve them, and the promotion of hypotheses and
ideas, the result of which is transformed into
thought and explained (materialized) through
speech. Thus, critical thinking is a cognitive
process aimed at understanding the most general,
periodic, recurring patterns in the internal
relationships in the collision of existing
knowledge and experience with new knowledge
(or information) in people, and is a creative
activity that can negate, complement and
coordinate each other in a logical sequence, and
achieve perfection.
In the textbook edited by A. V. Petrovsky, the
following definition of thinking was expressed:
"Thinking is a psychological process of searching
for and discovering something new, which is
closely related to social and causal speech, in
other words, thinking is a process of analyzing
and synthesizing reality, directly and generally
reflecting it." As can be seen from the definition,
the above definitions serve to reveal the features
of thinking somewhat more broadly, but their
aspects are not fully covered. A.N. Leontiev,
discussing the subject of the psychology of
thinking, divides thinking into various forms,
recognizes that it is an activity of thinking, but
Volume 04 Issue 12-2024
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
04
ISSUE
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Pages:
101-106
OCLC
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1368736135
calls it an objective-practical activity. At the same
time, he raises theoretical methodological
problems regarding the structure of thinking and
the motivation for thinking. In the research of A.
V. Brushlinsky, the main features of thinking are
the search and discovery of novelty, the
prediction of hypotheses and theories, and the
anticipation of anticipation. Unlike the above
authors, A. V. Brushlinsky proves that thinking, in
addition to generalization and indirect reflection,
also has the features of searching and discovery
of novelty, and anticipation of anticipation.
C
ONCLUSION
In conclusion, it can be said that in the era of
modern technologies, we live, that is, thinking is
one of the important cognitive processes of a
teacher or a student, regardless of their social
role, age, or age.Especially in the era of today's
developed social networks and high information
speed, thinking, memory, and attention are
important factors for a person. Of course, to
develop thinking in a person, first of all, it is
necessary to read fiction and books on various
scientific topics, because books develop a
person's vocabulary, logical and critical thinking,
as well as the speed, depth, breadth of thinking,
and the ability to convey information without
being caught.
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