1.Introduction.

The tasks of scientific and technological progress and reform of general and vocational schools require for their solution a wide deployment of applied psychological research, connected, in particular, with the use in specific social practice of the results obtained in works on the psychology of thinking. At the same time, the meaningful use of these results, connected with taking into account their specificity and completeness, presupposes conducting research aimed at correlating different approaches to the study of thinking and the corresponding experimental works, different aspects of the consideration of the nature of this cognitive process.

Thus, O.K. Tikhomirov [20], having noted different classifications of types of thinking: visual-effective, visual-figurative, verbal-logical; theoretical — empirical, analytical — intuitive; productive — reproductive; theoretical — practical, and also having pointed out some attempts to synthesize individual classifications indicated, emphasized that detailed relationships between different types of thinking have not yet been revealed.

 In recent years, very productive developments have been made in the substantive synthesis of the study of thinking in various aspects (see, for example, [ 2 ], [ 13 ], [ 20 ]), as well as its systemic consideration ([ 7 ], [ 16 ], [ 19 ]). The main pathos of these developments is to overcome the one-sided approach to the study of thinking and to affirm that the main task of modern psychology of thinking is to study it as a complex whole, in the internal interrelation of its different aspects.

Our research was connected with the solution of this problem. Its concept was to develop a typology of the dynamics of the thought process as a typology of its qualitative changes in the course of searching for solutions to problems, i.e. as a typology of its microdevelopment (hereinafter we will use only the latter term).

A number of studies (see, for example: [2], [5], [7] [13] [16] [18] [20]) have shown that qualitative changes in the thought process, the features of its microdevelopment, are associated with functional neoplasms that arise during the search for a solution and the conditions for its implementation.

Since the typology being developed was intended to synthesize different ideas about thinking, to consider it as a complex whole, it was necessary to use a systems approach when creating it (see, for example, [1], [10]). Within the framework of such an approach, it was necessary to select a basis for the typology that would allow for the implementation of the noted synthesis and would thus act as a system-forming factor.

2. Characteristics of the thought process

An analysis of the above-mentioned fundamental studies of thinking, especially those carried out in the school of S. L. Rubinstein [18], allowed us to draw the following conclusion. The basis for the typology of microdevelopment of the thought process in solving problems is the given connections, the search for which in some subject content constitutes the essence of thinking as a cognitive process determined by the interrelation of its external and internal conditions, where the initial conditions are external conditions acting through internal ones. Speaking about the external and internal conditions of thinking, we take into account the legitimate concretization of their understanding proposed by O. K. Tikhomirov [20].

The specified property of the sought connections (i.e. their predeterminedness) suggests that the process of their reflection should have certain characteristics: it should be regulated in order to reflect those connections that are given, and mediated in order to reflect the given connections, and not the data.

2.1. Features of the regulation of thinking.

The regulation of the thinking process [18] as a search for given connections (i.e. a search for a solution to a problem, consisting of search trials) is carried out on the basis of the relationship in the proposed subject content of the given and the given, and is characterized by what elements of this content and their connections are tested during the search, i.e. the regulation of the thinking process can be judged by the nature of the trials and the content of the search acts during problem solving.

At the same time, the thought process of searching for a solution is regulated by the relationship between the given and the specified not directly, but on the basis of a certain knowledge by a person of this relationship in the proposed subject content, i.e. on the basis of a certain understanding by him of the subject content of the proposed problems. According to S. L. Rubinstein [18], the thought process is regulated by more or less adequately reflected in consciousness connections of the subject content.

 2.2. Features of thinking mediation.

Mediation of the thought process as a search for specified connections is carried out by operating elements of the subject content during the search. According to S. L. Rubinstein [18], mediation is the main operation of thinking. Operating elements mediates the establishment of connections during the analysis of the subject content and is carried out in different ways: as a real, material change in the elements of the content, as a change in their images and ideas, as a change in their meanings. The nature of the operation depends on how the elements are presented in the conditions of the problems: in the form of material objects, in the form of their images and ideas, in the form of their designations — verbal or symbolic. Thus, the mediation of the thought process can be judged by the form of trials, by the form of search acts in the course of solving problems.

In concluding the consideration of the basis of the typology of microdevelopment of thinking, it should be said that we proceeded from the understanding of thinking as a search in some subject content for given connections, regulated by their relationship to these connections and mediated by the operation of the latter. In this understanding, thinking is clearly contrasted, on the one hand, with the associative process as a flow of thoughts determined either by external or only internal conditions (for example, the intensity of experiences), and on the other hand, with the process of direct reflection of reality.

Thus, we took the unity of two forms of its specific determination, consisting in its subordination to the requirements of searching for given connections, as the basis of the typology of microdevelopment of thinking. These two forms — the regulation of the search on the basis of understanding the subject content and its mediation by operating with the elements of this content — act as two qualitative definitions of the thought process, its two dimensions.

In accordance with the provisions of the systems approach [1], [10], these qualitative certainties, these essential characteristics of the thought process (internally interconnected, but at the same time relatively independent) must be presented hierarchically, highlighting the different levels of their functioning.

2.3. Characteristics of levels of regulation of thinking.

When developing the level structure of regulation of the search for solutions to problems, based, as shown above, on a certain understanding of their subject content, we proceeded from the characteristics of the concept developed in works on dialectical logic and the theory of knowledge (see, for example, [3], [11]), and relied on the idea of ​​​​S.L. Rubinstein that understanding is knowledge that reveals the internal basis of what is happening and external relationships [18].

If in the subject content of the problems being solved, a person reflects the connections of the elements of this content so that in different problems built on its basis, he highlights only the external similarity of their conditions, then such knowledge, such an understanding of the proposed subject content can be qualified as an empirical concept, or a general idea. This issue is considered in detail in the works of V.V. Davydov [6], E.V. Ilyenkov [11], S.L. Rubinstein [18].

In the subject content, realized in the material of a separate task, a person does not distinguish, does not specifically highlight those connections of this content that are determined only by this specific situation and those connections that are determined by the qualitative specificity of the proposed subject content, realized in a variety of tasks and in different specific situations (i.e. connections determined by the conditions of the task [18]. Such a reflection and understanding of the proposed subject content can be called situational, i.e. based on the dissection of this content by individual situations, as well as on reducing its uniqueness to the features of a specific situation.

If a person reflects in the subject content of the tasks being solved the connections of the elements of this content so that in different tasks built on its basis, he highlights their internal unity as the initial relationship of their construction and solution, then such a reflection of this content can be qualified as a theoretical concept.

In the subject content, formalized specifically in the material of a separate task, a person specifically identifies the connections determined by this specific situation and the subject specificity of this content. Due to this, the task being solved is understood as a special case of the design of connections that are essentially common to all tasks characterizing the subject specificity of the proposed content, i.e. for all tasks of this class. Such understanding can be called generalized, i.e. based on the reflection of the commonality of essential connections contained in the tasks being solved (certainty, designated by the category of the universal).

The noted understanding is manifested in a person’s knowledge of the principle of solving problems of this class. This is the initial stage of a generalized understanding of the subject content.

The next stage of generalized understanding is associated with the allocation of certainty in the subject content, designated by the category of the special and is characterized by knowledge of the specific principles of solving individual subclasses of problems of this class.

The final stage of generalized understanding is associated with the allocation of certainty in the subject content, designated by the category of the singular (whole). This understanding is manifested in a person’s knowledge of the relationship between the general and specific principles of solving problems of a given class. It should be recalled in this regard that, according to the provisions of dialectical logic, a concept is the unity of the general, the particular and the individual (as the unity of the general and the particular).

Thus, the levels of functioning of the regulation of the search for a solution to problems are determined by the levels of a person’s understanding of their subject content: the first level is the regulation of the search based on situational understanding, the second level is based on the understanding of the general principle, the third level is based on the understanding of specific principles, the fourth level is based on the understanding of the relationship between the general and specific principles.

2.4. Characteristics of the levels of mediation of thinking.

 When developing the level structure of another essential characteristic of the search for a solution — its mediation — we proceeded from the data of numerous studies of ontogenetic problems of thinking in developmental psychology (see, for example, [4], J. Piaget [14], N.N. Poddyakov [15]). These data indicate a genetic connection between different forms of children’s manipulation of elements of the subject content of the problems being solved: manipulation of elements in material form precedes manipulation of elements in figurative — visually given or presented — form, and the latter, in turn, precedes manipulation of elements of content in verbal, or more broadly, symbolic form.

Thus, the levels of search mediation are determined by the form in which the elements of the subject content of the problems are presented: the first level is the mediation of the search by manipulation of material objects acting as elements of the conditions of the problems, the second level of mediation is associated with manipulation of images of objects, the third — with manipulation of designations of objects.

As a result of the hierarchization of both essential characteristics of the thinking process, a complex basis for the typology of its microdevelopment was developed, which is the unity of multilevel regulation of the search for problem solutions and its multilevel mediation.

3. Characteristics of the types of microdevelopment of thinking.

The identification of the above-mentioned complex basis of the typology under consideration allowed us to identify 60 different types of microdevelopment of thinking (see table).

Types of microdevelopment of thinking

The types of microdevelopment of thinking presented in the table are formed, as can be seen, by combining different types of dynamics of regulation and mediation of search. Zero dynamics of regulation (see columns 1, 2, 3, 4) and mediation (see lines 1, 2, 3) is manifested in the absence of a change in the levels of regulation and mediation in the process of solving problems. Partial dynamics of regulation (see columns 5, 6, 7, 8, 9) and mediation (see lines 4, 5) is manifested in a change in the level of regulation and mediation, respectively, by one or two and one level. The full dynamics of regulation (see column 10) and mediation (see line 6) is manifested in the change of regulation and mediation in the full range of levels, respectively, from 1 to 4 and from 1 to 3 levels.

Let us consider the table in more detail. As noted, columns 1-4 are characterized by zero dynamics of search regulation, but at different levels. Thus, column 1 includes the types of microdevelopment, which are characterized by solving problems (from beginning to end), associated with the regulation of search based on situational understanding, i.e. types No. 1, 11, 21, 31, 41, 51, and so on in all columns.

The types of microdevelopment placed in the table in columns 5-9 are characterized by partial dynamics of search regulation in the process of problem solving. Thus, the types of microdevelopment in column 5 are characterized by the fact that problem solving in this case begins on the basis of situational understanding of their subject content; the types in column 6 are characterized by the fact that problem solving in this case begins on the basis of understanding the general principle of their solution (or knowledge of the general principle, which can be previously communicated to a person, for example, in the conditions of special training in the application of the general principle), and ends on the basis of understanding the specific principles of solving individual subclasses of problems of a given class; the types of column 7 are characterized by the fact that problem solving in this case begins on the basis of understanding (knowledge) of specific principles of solution, and ends on the basis of understanding the relationship between the general and specific principles of solving problems of a given class.

Columns 8 and 9 of the table under discussion include the types of microdevelopment characterized by a larger range of partial dynamics than the types noted above (i.e., placed in columns 5, 6, 7). Thus, the types of column 8 are characterized by the fact that the solution of problems in this case begins on the basis of situational understanding, and ends on the basis of understanding the specific principles of the solution; the types of column 9 are characterized by the fact that the solution of problems in this case begins on the basis of understanding the general principle of the solution, and ends on the basis of understanding the relationship between the general and specific principles of solving problems of this class.

Column 10 contains the types of microdevelopment that are characterized by the complication of the regulation of search in the full range of its levels: the solution of problems begins under the conditions of search regulation based on situational understanding. Gradually becoming more complex, the regulation of search in solving the last of the proposed problems is carried out on the basis of understanding the relationship between the general and specific principles. These are types No. 10, 20, 30, 40, 50, 60.

As was indicated above, lines 1-3 contain types characterized by zero dynamics of search mediation, but at different levels. Thus, the first line contains types characterized by problem solving (from beginning to end) associated with the manipulation of material objects, i.e. types No. 1-10; line 2 includes types with manipulation of object images, i.e. types No. 11-20; line 3 includes types with manipulation of object designations, i.e. types No. 21-30.

The microdevelopment types placed in lines 4 and 5 are characterized by partial dynamics of search mediation in the process of problem solving. Thus, types No. 31-40 (line 4) are characterized by the fact that problem solving in this case is initially associated with the manipulation of material objects, and ends with the manipulation of object images; types No. 41-50 (line 5) are characterized by the fact that problem solving in this case begins with the manipulation of object images, and ends with the manipulation of object designations.

 Line 6 contains microdevelopment types that are characterized by the increasing complexity of search mediation in the full range of levels: problem solving begins with the manipulation of material objects, and, gradually becoming more complex, search mediation in solving the last of the proposed problems is carried out with the help of the manipulation of object designations — these are types No. 51-60.

The analysis of rows and columns shows that the type of microdevelopment refers to the relationship between the level of search regulation in the process of problem solving and the level of its mediation. Depending on what this ratio is and how it changes in the process of solving the proposed problems, the type of microdevelopment of thinking is qualified. The table under discussion allows us to distinguish 9 heterogeneous groups of microdevelopment types.

The first group: No. 1-4, 11-14, 21-24 — includes 12 types characterized by the absence of changes in both regulation and mediation of search. The second group: No. 31-34, 41-44 — includes 8 types characterized by a combination of unchanged regulation of search with a partial change in its mediation. The third group: No. 5-9, 15-19, 25-29 — includes 15 types characterized by a combination of a partial change in the regulation of search with its unchanged mediation. The fourth group: No. 35-39, 45-49 — includes 10 types, characterized by a combination of a partial change in the regulation of search with a partial change in its mediation. The fifth group: No. 51-54 — includes 4 types, characterized by a combination of unchanged regulation of search with a change in mediation in the full range. The sixth group: No. 10, 20, 30 — includes 3 types, characterized by a combination of a change in the regulation of search in the full range with unchanged mediation. The seventh group: No. 55-59 — includes 5 types, characterized by a combination of a partial change in the regulation of search with a change in its mediation in the full range. The eighth group: No. 40-50 — includes 2 types, characterized by a combination of a change in the regulation of search in the full range with a partial change in its mediation.The ninth group: No. 60 — includes 1 type, characterized by a combination of changes in regulation and mediation of search in the full range.

4. Typology of microdevelopment of the thought process and problems of the psychology of thinking.

Thus, the proposed typology in various forms reveals the concept of the “type of microdevelopment” of thinking that we have developed, which reflects in a complex unity different aspects of the existence of the thought process. Based on this concept and on the typology that reveals it, it is possible to outline more specific than usual approaches to the study of traditional and modern problems of the psychology of thinking. Traditional, classical problems include problems of understanding, the role of past experience and attitudes, the interaction of figurative and logical structures, motivational determinants in the processes of search and decision-making [13]. New directions in the study of thinking include research into thinking in the context of dialogue and group solving of creative problems [13]. Considering the problem of understanding through the prism of the proposed typology, it should be said that when developing it, it is advisable to take into account, on the one hand, the possibility of solving problems at one of the above four levels of human understanding of the subject content of problems, and on the other hand, the possibility of changing the level of understanding in the course of solving problems in a different range. At the same time, it is also necessary to take into account the fact that solving problems at the same level of understanding is not identical, since one or another level of search mediation facilitates or complicates the functioning of understanding, this is especially true, of course, for levels of generalized understanding, which is shown in detail in our works [8], [9]. Within the framework of the indicated approach to the development of the problem of understanding, the possibilities of studying such typical phenomena of productive thinking as guesswork and insight are expanded, since their characteristics should be associated with the characteristics of the level of understanding of the subject content of the problems being solved, at which these phenomena are formed and arise, as well as with the characteristics of the level of mediation of the search for a solution.

In particular, it can be assumed that the facts of non-instantaneous insight [2] are most likely typical for solving problems characterized by a search mediated by the operation of designations of elements of their subject content, since the establishment of relationships in this content presupposes in this case a double correlation: the correlation of designations with subject reality and the correlation of designations with each other according to certain rules.

In contrast to this, it can be assumed that in the course of searching for a solution mediated by the operation of images of elements of the content of problems, the emergence of non-instantaneous insight is unlikely, since the establishment of relationships in this content does not presuppose the correlation of images with each other according to certain rules.

Taking into account the typology of microdevelopment allows us to develop more specific ideas about the role of past experience in solving problems, since past experience can mean both this or that experience in solving problems at a certain level of understanding, and the experience of deepening understanding, as well as the experience of mediating the search at this or that level by operating elements presented in different forms.

The developed typology of microdevelopment also creates good conditions for a «volumetric» study of the problem of the relationship between figurative and logical structures in the search for a solution. On the one hand, this relationship should have a qualitative uniqueness depending on the level of understanding at which the search for a solution is carried out. On the other hand, the task of studying the relationship between logical structures of two types arises: those studied in formal and dialectical logic. Thus, the solution of syllogistic problems, which, as is known, have a logical structure studied by formal logic, can be implemented at different levels of understanding their subject content, i.e. at different levels of reflection of the logic of this subject content, studied already in the dialectical theory of knowledge.

Motivational determinants, in particular cognitive motivation [2], [13], which acts as an internal condition of the thought process, can also be presented more specifically within the framework of the proposed typology. Thus, it is quite acceptable, in our opinion, to assume that the same cognitive impulses associated with the development of new knowledge, with the desire to find an original solution, as well as associated with the desire to develop several ways to achieve the set goal, will be realized in different ways, depending on the type of microdevelopment within which they arise, and at the same time will act as factors of different types of microdevelopment of the thought process.

In general, the development of the above problems, taking into account the proposed typology of microdevelopment of thinking, will allow a more specific approach to the study of the characteristics of productive thinking, since the types of microdevelopment of thinking included in all groups except the first (i.e., except for types No. 1-4, 11-14, 21-24, in which there are no changes in the regulation and mediation of search), are manifestations of different forms of productive thinking. The proposed typology thus allows us to characterize the degree of productivity of thinking depending on the range of changes in the course of solving problems and the content of productivity depending on what changes take place in the course of solving problems: deepening the level of understanding of their subject content or complication of the level of mediation of search.

It is legitimate to assume, bearing in mind new directions of thinking research related to the study of dyadic (see, for example, [12]) and group (see, for example, [12], [13]) thinking, and relying on the proposed typology, that the effectiveness of interaction between partners in productive thinking should be influenced to a certain extent by the difference or coincidence of their levels of understanding of the proposed subject content, as well as the levels of mediation of the search for a solution. It can be considered that the coordination of these levels by partners, as well as the subordination of these levels at different stages of the solution, are important conditions for increasing the productivity of joint problem solving by two or more people.

5. Conclusion.

In conclusion of the consideration of the heuristic possibilities of the developed typology of microdevelopment of the thought process in solving problems, it should be noted that the development of the main problems of the psychology of thinking both in analytical and experimental plans, taking into account the content of the concept of «type of microdevelopment of thinking» and specific forms of implementing the relationship between the level of regulation of search and the level of its mediation in different particular types of microdevelopment will create more favorable conditions for solving the central problem of the psychology of thinking associated with an increasingly complete and increasingly comprehensive study of the characteristics of productive thinking.

Such a study is necessary for developing substantiated ways of forming creative abilities in the younger generation and creating conditions for a more complete disclosure of creative capabilities in specialists in various fields of science, culture and production.