Creative human capabilities. Creative personality, personality quality. Hypotheses of origin of creativity

Ecology of life. People: Neurobiology proved that those who have a creative warehouse of the mind, the brain works differently than the other types of people.

Neurobiology has proven that those who have a creative warehouse of the mind, the brain works differently than the remaining types of people.

Science can not yet explain exactly how all these processes occur, however, creativity is believed to include several cognitive processes. It is difficult to say that certain behavior is due to creativity.

However, there are some different features, the types of behavior and social influence that creativity affects.

Here are fourteen traits characteristic of creative natures

1. They are attentive

Creative people carefully watch everything around. They also love to watch people. Many creative people often carry a laptop, notepad or camera to capture what they see. In many well-known works, it is the details that fascinate us most.

For example, we see a lot of nuances of human behavior in the novels Jane Austin. These small, but exciting details inhale in her work life.

2. They are dreaming

When we were children, most of us said to stop dreaming. However, now psychologists argue that dream and spend time wasted - not the same.

The dream is actually a complex brain process, during which connections are established, there is an understanding and new ideas are born. When we dream, we can look at life differently, imagining what it would be like to be someone else or live in the world arranged otherwise. It can improve creative mental processes and lead us to new ideas.

3. They challenge the status quo

Creative personality often do not want to take things like they are. They want to change the world and feel their own significance. They ask such questions as "what if?" And "why not?" This helps them reconsider the possibilities.

Take, for example, the poet of the time of the First World War Wilfred Owen. He decided to challenge the conviction that to die for the country is great, and depicted all the horrors of war.

4. They regularly poured into a creative stream

Creative personalities when they are involved in work, slip in the "zone". Also known as "stream", this state is described in the book Micah Chixentmichia. The author explains how the state of the stream is achieved when we work on something that we enjoy, as well as at the moments when the situation challenges us. In a state of flow, creative work is possible much better.

Creativity does not entail multitasking. Often you just need to be distracted to enter the stream.

5. They have difficulty ending the project

One of the shortcomings of the creative warehouse of the mind is that the completion of cases can become a real problem. The initial stages of the creative project seem exciting and new, but this excitement can over time to disappear, as in most love novels!

They can easily throw projects when they become more difficult and complex. Creative personality can also distract each ingenious idea.

6. They see structures and communications

What distinguishes creative personalities from others, this is the ability to establish connections. Creativity often consists in connecting things that others can be considered as completely unrelated.

Receiving structures and connections that are missing from the type of other, creative people can create something new from the missed and underestimated. They see the possibilities where others do not see them, and use it to create something original.

7. They feed their souls

We cannot constantly create new things if we do not spend time to feed your souls. Julia Cameron described it as "good filling." She says: "We must be attentive enough to consciously replenish our creative resources, as we use them."

Each person has different requirements for this filling. Often it concerns the time you need to spend alone. No matter how we spend time and what we do for this, the meal of the soul is important to continue the creative expression.

8. They are open

Openness is a key creativity factor. Creative people are very curious and love new impressions.

Being open to new emotions, creative individuals are fascinated by new information, sensations and feelings. They constantly explore the outside world and their inner and remain open to new opportunities all their lives.

9. These are real

In society, which appreciates external signs of success more than a rich inner life, creative personalities may fail. However, they are moving on another course. The creative process is part of what makes them those who they are.

As a result, creative personalities remain loyal to their vision of the surrounding world and follow their dream, and do not seek success and popularity.

10. They are creating cyclically

Creativity has its own natural rhythms that cannot be changed, as the seasons. In the life of any creative personality, rapid changes occur: performance periods are replaced by the desire to stay in full rest - and vice versa.

Creative projects start from the incubation period, and only through time they are ready to see the light. Creative people are amenable to these cycles instead of being obsessed with constant performance.

11. They do not believe in themselves

Creative personalities suffer from the same doubts and problems relating to self-confidence, like all other people. When the artist is struggling to find his place in life and conquer the love of the audience, the lack of confidence can be felt more acute. Even very successful creative personalities is often difficult to recognize the magnificence of their own work.

12. They are cheerful

Fortunately, despite the fact that creative personalities often doubt themselves, they remain cheerful. They must be so. There are many projects in creative work that do not go according to the rules and often fail. It is here that you need cheerfulness.

Creative personalities can not afford to take failure to heart. The best way to reconsider your point of view to this is to admit that this is not an error, but useful experience.

13. They follow their hobbies

Creative people rarely motivates material reward. They find motivation in the domestic remuneration, such as personal satisfaction, courage and passion.

Artists are creating, because something inside of them requires this, and not from the thirst of fame or wealth or the desire to please someone. Understanding that such internal motivation leads to success, can increase overall creativity.

14. They consider life as an opportunity for self-expression

Creativity is part of our self-expression. Everything we do, comes from our own need for self-expression. In this way, our whole life can be a creative project..

While some people can be more creative than others, I think that creativity - quality that all of us. If you look at your own life, you will see that it is full of creativity. When we prepare food, repair the room, choose the equipment or land the garden, we will create. The things we choose, talk a lot about us and are part of how we build our own lives. Published

The abilities for creativity, to the creation of the new, always highly appreciated in society. And not surprising, as people who have this gift are peculiar generators of human civilization. But creative abilities also have a subjective value. Having endowed with them by a person creates the most comfortable conditions for existence, converts the world, adapting it to its requests and interests.

It would seem that everything is simple: you need to actively develop these abilities. However, humanity is beating over the issue for hundreds of years, what is the secret of creativity, which makes man the Creator.

Before talking about creativity, let's look at the fact that the ability as a whole is.

• There are general abilities necessary in various fields, for example.
• And there are special, connected only with one specific occupation. For example, a musical hearing is needed by a musician, singer and composer, and high sensitivity to color disintegration is a painter artist.

The ability of the ability is congenital, natural deposits, but the abilities in activities are manifested and developed. To learn how to draw well, you need to master painting, drawing, composition, etc., to achieve success in sports, you need to do this sport. Otherwise, the deposits themselves will not become abilities themselves and the more will not turn into.

But how does the work connected with all this, because it is not a special type of activity, but rather, its level, and manifests the creative gift in any area of \u200b\u200blife?

Structure of creative abilities

A combination of creative abilities and their active manifestation in the vital activity of the individual is called creativity. It has a complex structure that includes both common and special abilities.

General level of creative abilities

Like any other abilities, creative are associated with psycho-physiological maps, that is, the peculiarities of the human nervous system: the activity of the right hemisphere of the brain, the high speed of nerve processes, the stability and force of the processes of excitation and braking.

But they are not reduced only to congenital qualities and are not a special gift that we obtained by nature or sent over. The basis of creativity is the development and active, persistent activity of a person.

The main area in which creativity is manifested is the intellectual sphere. The creative person is characterized by special, different from the standard, including logical. Different researchers call this thinking of non-sabroval or lateral (E. de Bono), divergent (J. Gilford), radiant (T. Busesen), critical (D. Halpern) or just creative.

J. Gilford is a famous psychologist, a researcher of creativity, one of the first described a kind of thinking activity inherent in creatives. He called him a divergent thinking, that is, directed in different directions, and it differs from the converged (unidirectional), to which deduction and induction belongs. The main feature of the divergent thinking is that it is not focused on looking for one of the only correct solution, but on the definition of many ways to solve the problem. E. de Bono, and T. Biazen, and Ya A. Ponomarev are noted the same feature.

Creative thinking - what is it?

Studied throughout the 20th century, and a whole range of features of the mental activity of people who are peculiar to this type of thinking are detected.

• Flexibility of thinking, that is, not only the ability to quickly switch from one problem to another, but also the ability to abandon an inefficient solution, look for new ways and approaches.
• Focus displacement - the ability of a person to take a look at the object, the situation or problem from an unexpected perspective, under a different angle of view. This makes it possible to consider some new properties, features, details, inconspicuous when "direct" look.
• Support on image. In contrast to standard logical and algorithmic thinking, creative is figurative. The new original idea, the plan, the project is born as a bright volumetric image, only at the development stage ingrow against words, formulas and schemes. No wonder the center of creative abilities is in the right hemisphere of the brain, which is responsible for working with images.
• Associativity. The ability to quickly establish the associations between the task and information stored in memory is an important feature of the mental activity of creative people. The brain of creativity resembles a powerful computer, all systems of which are constantly exchanged by impulses carrying information.

Although creative thinking is often contrasted with logical, but they do not exclude each other, but complement. Without logical thinking it is impossible to do at the stage of checking the solution found, the embodiment of the plan, the project improvements, etc. If rational logical thinking is underdeveloped, then the idea, even the most genious, most often remains at the level of ideas.

Creativity and intellect

Speaking of human abilities to mental activity, most often mean. If the connection between the intelligence and the development of logical thinking is the most direct, then it is impossible to say about the creative potential.

According to the standard test, which determines the intelligence coefficient (IQ), people having less than 100 points (below average) are not different and creative abilities, but also the high intelligence does not guarantee creativity. The most creatively gifted people are in the range from 110 to 130 points. Among the identities with IQ above 130 creatives are found, but infrequently. Excessive rationalism of intellectuals interferes with the manifestation of creativity. Therefore, along with the intellect ratio, creativity (CR) coefficient (CR), and, accordingly, tests have been developed for its definition.

Special abilities in creativity

The presence of general abilities in creative activity provides the novelty and originality of its product, but without special abilities it is impossible to achieve skill. It is not enough to think of the original story of the book, you need to still be able to literate it, to build a composition, create realistic images of heroes. The artist born in the imagination should embody in the material that it is impossible without possession of the technique and the skills of the visual activity, and the development of the scientific and technical invention involves the ownership of the funds of accurate sciences, knowledge in the field of mechanics, physics, chemistry, etc.

Creativity has not only spiritual, mental, but also practical side. Therefore, creativity includes both applied, special abilities that develop first at the reproductive (reproducing) level. A man under the guidance of the teacher or independently seizes with specific methods, techniques of activity that have been developed before it. For example, teaches a touch letter, mastering the game on a musical instrument or technique of visual activity, studying mathematics, rules of algorithmic thinking, etc. And only mastering the basics of concrete activities, having developed the necessary skills and gaining knowledge, a person can move to the level of creativity, that is, Create your own original product.

Special abilities are needed that creative becomes a master, and its activities (anyone) - art. The absence or underdevelopment of special abilities often leads to the fact that in creativity is not satisfied, but creative potential, even quite high and remains unrealized.

How to determine the presence of creative abilities

The predisposition for creativity has all people, however, creative potential, as well as the level of creativity, everyone has different. Moreover, a person supplied to certain stiffers (for example, performing a task) a person can use creative methods, but not to apply them in a professional, nor in everyday life and not to experience any need for creativity. Such a person is difficult to call a creative person.

In order to determine the presence and degree of development of creative abilities, there are many techniques developed by psychologists. However, in order to adequately evaluate the result obtained by these methods, you need to own knowledge in the field of psychology. But there are a number of criteria for which everyone can assess the level of their creativity and decide how much it needs to develop creative abilities.

Intellectual and Creative Activity Levels

Creativity involves a high level of intellectual and creative activity, that is, not only the ability to mention, but also the need for it, independent, without pressure from the use of techniques of creative thinking.

Allocate 3 levels of such activity:

• Stimulic productive. A person who is at this level conscientiously solves the tasks set before him, tries to seek good results. But it does this under the influence of external incentives (order, task over, the need to earn, etc.). Cognitive interest, enthusiasm and internal incentives is missing. In the work, it uses ready-made solutions and methods. This level does not exclude any random original solutions and finds, but using the method found by him once, the person does not subsequently go beyond its framework.
• Heuristic level. He suggests a person's ability to make opening empirical, experimentally, which is often reduced to the method of trial and errors. In its activities, an individual relies on a reliable, proven method, but it tries to finalize it, to improve. Such an improved method is assessed by him as a personal achievement and reason for pride. Any interesting found, original idea, someone else's idea becomes an impetus, incentive for mental activity. The result of such activity can be very interesting and useful inventions. In the end, the plane man invented, watching birds.
• A creative level implies not only active intellectual activity and solving problems on theoretical level. The main difference is the ability and need to identify and formulate problems. People who are at this level can notice the details, see internal contradictions and set questions. And they love to do this, possessing a kind of "research item", when the new interesting problem arose forces them to postpone the activities already begun.

Despite the fact that the highest is considered a creative level, the most productive and valuable for society - heuristic. Moreover, the most effective is the work of the team, in which there are people of all three types: Creative gives birth to ideas, puts problems, heuristics is finalizing them, adapts to reality, and practices embodies.

Parameters of creative giftedness

J. Gilford, who created the theory of divergent thinking, allocated several indicators of the level of creative gifting and productivity.

• The ability to formulate problems.
• Thinking productivity, which is expressed in the birth of a large number of ideas.
• Semantic thinking flexibility is the rapid switching of mental activity with one problem to another and inclusion in the thought process of knowledge from different regions.
• The originality of thinking is the ability to find non-standard solutions, give birth to original images and ideas, see unusual in the usual.
• The ability to change the assignment of the object, to improve it by adding details.

To the dedicated J. Gilford characteristics later added another important indicator: lightness and speed of thinking. The speed of finding a solution is not less, and sometimes more important than its originality.

How to develop creative abilities

It is better to develop creative abilities with childhood when the need for creativity is very strong. Remember, with what delight kids perceive all new, how rejoice in new toys, classes, walks in unfamiliar places. Children are open to the world and, like a sponge, absorb knowledge. Their psyche is very flexible and plastic, they still have no stereotypes, standards based on adult thinking. And the main tools of the mental activity of children are images. That is, there are all prerequisites and opportunities for the effective development of creative abilities. This process is particularly successfully held if adults encourage the manifestation of children's creativity and themselves organize joint classes and games.

As for adults, in this case it is possible to increase the level of creativity, make professional activities more creative or find the opportunity to realize their need for creativity in some kind of art, hobbies or hobby.

The main thing for an adult is precisely the presence of a need, since often people are compared to the fact that God ordered them to be talent, but they do nothing to find the area in which their identity could be implemented. But if you realized the need to develop your potential, then such an opportunity is.

Any abilities are developing in activities and suggest mastering skills, that is, training. Given that creative abilities are first of all a set of qualities and properties of thinking, you need to train exactly mental abilities.

Especially for the development of creativity, thinking and developed whole trainings, and the exercises from them can be performed independently, especially since they often resemble an exciting game.

Exercise "Chain of Associations"

Associative thinking plays an important role in creativity, but it is most often involuntarily, spontaneously, so you need to learn to manage it. Here is one of the exercises to develop the skills of conscious work with associations.

1. Take a sheet of paper and handle.
2. Choose some word. The choice should be arbitrary, you can simply open a dictionary on the first page.
3. As soon as you read the Word, immediately "catch" the first association on it and write it down.
4. Next, in the column, write down the following association, but already on the recorded word and so on.

Make sure that the associations are consistent, for every new word, and not on the previous or the very first. When they are in the column of 15-20, stop and carefully read what you have happened. Pay attention to which area, the area of \u200b\u200breality includes these associations. Is this one sphere or several of them? For example, the word "hat" can be associations: head - hair - hairstyle - comb - beauty, etc. In this case, all associations are in a single meaning field, you could not exit a narrow circle, jump through stereotypical thinking.

But another example: Hat - Head - Mayor - Duma - Thinking - Interest - Reading - Lessons, etc. There is an associative connection, but thinking is constantly changing its focus, leaving for new spheres and areas. Undoubtedly, the second case indicates a more creative approach.

Performing this exercise, achieve such transitions, but do not think about the birth of associations for too long, because the process must be involuntary. You can play the company in the game with associations, competing, who for a certain period of time will be more associations and more original transitions.

Exercise "Item-Universal"

This exercise helps to develop a whole complex of qualities: the originality of thought, semantic flexibility, figurative thinking and imagination.

1. Imagine some simple object, such as a pencil, a cover from a pan, a spoon, boxes of matches, etc.
2. By selecting the item, think about how it can be used, except for direct destination. Try to find as many applications as possible and try to be original.

For example, the cover from the pan can be used as a shield as a shock tool, as the basis for a beautiful panel, like a tray, as a window when it is lacking, like a hat, like an umbrella, like a carnival mask, if you check the holes for the eyes ... Can you continue?

Just like the first exercise, it can be performed in the group, giving it the form of the competition. If the group is quite large, for example, a class, then you can suggest calling new features of the subject in turn. That player who cannot come up with a new one leaves. And the most creative will remain ultimately.

These are just examples of exercises on. Try to come up with such games yourself, and this will also be a good training.

When they say the words "creative abilities", something air, ephemeral and necessarily talented comes to mind immediately.

It is believed that every ordinary person has creative abilities, simply either do not guess them, or does not develop. Each human unit is individual, but during life it turns out that a person is likened to "gray mass", forgetting that there were once very other dreams, desires. So, the creative abilities of a person consider a special, distinct from others a look at the most ordinary things. Passing by the bouquet of flowers, the man in the street will only see the color, well, maybe the size of the bouquet, but the creative-gifted artist will create, seeing the composition, masterpiece that many will subsequently admire.

The concept of creative abilities includes, in addition, a wide range of a wide range, since the more people have interests, the greater the opportunity to see the same thing from different angles. Not in vain, for example, students of music schools, except for the direct game on the selected tool, be sure to study the history of the arts.

The creative abilities of the person do not immediately make themselves felt, in each case, search for yourself, its talent is an individual process. And it is not at all necessary that creative abilities give their owner the ability to correctly and quickly find a solution. This is again individually. Everyone knows, of course, that one of his greatest masterpieces Leonardo da Vinci created several years, constantly returning and adding small strokes, but now a whole series of generations looks with admiration for the smile of Mona Lisa, and no one is still unable to repeat it.

The formation of creative abilities can begin in childhood, no wonder of the kids in attentive moms reach many heights, and all due to the fact that at one time they were given the opportunity to develop their abilities on time. And besides the giftedness, well-developed creativity at one time demanded enough will, perseverance, diligence. Not in vain say that talent is 2 percent of genius, and the rest is interested in classes. Therefore, it is very important that in addition to the immediate fact of disclosing creative abilities, the parents also tried to teach the child to work to achieve their goal.

Features of creative abilities

Creative abilities can be divided into the following types:

• ottoman;
• talent;
• genius.

The peculiarities of creativity still include the flexibility of mind, originality, the speed of thought. In addition, the indicators of creative abilities will be that your child, doing, will write not as everyone else. And then you should not scold, look at the baby, maybe if you understand the direction of his thoughts, it will tell you something about him. Try to be attentive to your children, do not make them do what you think you need, try to find what they are attracted now.

Creativity and creativity are so intertwined among themselves, that sometimes it is difficult, based on the abilities, determine what is the thrust, and what - it just turns out well. That is why the timely identification of the creative abilities It is very important because the person, without being able to spill out what is gifted, does not live real life, but lives.

The evolution of a person is possible only when using the creative potential of consciousness. It is creative abilities that help people create something new. The process of creativity has a huge meaning and from the point of view of the work of our body, and from the point of view of esoteric, and from the point of view of everyone. To better understand the "mechanics" of creating a new solution, it is necessary to know that human thinking is based on neural interaction. According to scientists estimates, our brain consists of about 100 billion neurons; Each neuron is exchanged with each other electrical energy, information. Together they create neural networks of certain "drawings", that is, thoughts. This happens constantly, new neural networks occur every second - with this we can think. The creative abilities of a person are associated with the right hemisphere of the brain. While the left hemisphere is logical: the processes in it are moving according to a given, advanced networks, it is the right able to come up with a new solution: many geniuses distinguished exactly the amazing activity of the right hemisphere! It turns out to take success in your life, a person needs to activate creative abilities, that is, activate creative thinking. It bears quite obvious benefit for everyone! All people initially creative potentials are identical. But over the years, the ability to go out to creative thinking. Scientists investigated how the creative abilities of a person at different ages are manifested. The results of these studies confirmed that with age, a person becomes more conservative. The following shares of atypical answers were derived depending on age:

• children under 5 years old during testing gave 90% of extraordinary answers;
• the share of new answers in children at the age of seven decreased to 20%;
• the cumulative share of extraordinary answers in adults is about 2%. Instead of new solutions, they are responsible for born phrases.

Important techniques for the development of creative abilities!

Despite the fact that they disappear with age, there are several techniques to restore the brain ability to generate new solutions. 1. It is necessary to create a comfortable atmosphere at home, at work, in the car. People who are forced to be in uncomfortable conditions are prone to stress, apathy, which dries the creative abilities of a person. It is useful to pay attention to the details: for internal comfort, a fairly new beautiful screensaver on a computer, a pair of vases with flowers or a photo of a loved one on a writing desk. Most importantly: Do not forget to always come up with something new! The person gets used to everything, and for this from time to time you need to make new details in your interior. This attracts similar: new positive things encourage the brain to create new ideas and thoughts! 2. To restore creative abilities, communication is necessary: \u200b\u200bpeople during contacts with each other exchange information. Try to get acquainted with new people as much as possible. So you will receive more new information. The brain constantly analyzes the data, and on the basis of the new it creates a new one! It is very useful at every opportunity to communicate with interesting, creative personalities. 3. Often an adult frame limit creative human thinking. It can be said that he himself prohibits himself to think in a new way. To restore creative abilities, it is recommended to take an example from children: do not be afraid to look for new solutions where everything seemingly already invented by "smart people." You can play a child: put the task. Find a new solution for some question in your life: imagine, fantasize, try to think without the usual framework. When a new thought is found and is accepted by reason as suitable, we can assume that you have achieved success. To encourage yourself, you can go outside and buy yourself something delicious! Praise yourself! 4. The right hemisphere responsible for the creative abilities of a person is associated with the information field of the Universe - it is from there that it takes new solutions. You must learn to listen to your inner voice, intuition³. No need to ignore intuitive prompts! On our site you can find many effective techniques for the development of intuition and extrasensory abilities. 5. You need to activate critical thinking, increase your awareness. Instead of submracting what is happening as a given, it is recommended to analyze, ask more questions "why", reflect: it contributes to the brain to create new neural networks. If you want to know what your unique personal gift is, and what amazing features it will open, just go through this

Notes and thematic articles for a deeper understanding of the material

¹ Consciousness - the state of the mental life of a person, expressed in the subjective experience of the events of the external world and the life of the individual himself, as well as in the report on these events (Wikipedia). ² On how to develop your potential and develop new skills, read here ³ Efficient exercises for intuition development Find out the article: "Intuition: you can develop it to everyone! Learn how to do it! "

The current version of the page has not yet been checked by experienced participants and can differ significantly from the version verified on September 5, 2017; Checks requires 1 edit. The current version of the page has not yet been checked by experienced participants and can differ significantly from the version verified on September 5, 2017; Checks requires 1 edit. Creative skills - Man's ability to make creative solutions, accept and create fundamentally new ideas. In everyday life, creative abilities are manifested as a seducker - the ability to achieve the goal, find a way out of the apparent hopeless situation using the situation, objects and circumstances in an unusual way. In a broad sense, a non-trivial and witty solution to the problem, and, as a rule, non-specialized tools or resources. It also refers to the ability to bold, non-standard solutions to problems.

Creativity in terms of psychology

According to Alice of the floor of Torrens, creativity includes increased sensitivity to problems, to a shortage or controversial knowledge, actions to identify these problems, by finding their solutions based on hypotheses, on verification and change of hypotheses, to formulate the result of the solution. For assessment of creativity, various tests of divergent thinking, personal questionnaires, an analysis of the performance of activities are used. In order to facilitate the development of creative thinking, training situations can be used, which are characterized by incompleteness or openness to integrate new elements, while students are encouraged to formulate many issues. Expert and experimental assessments of the human ability to produce knowledge show that human creative abilities are not very high. By the involvement of all employees in the continuous improvement of the organization (Kajizen method), the organization's creativity increases sharply. There are psychological instruments for measuring creative (creative) thinking; The most famous in world psychological practice is the Test Test Test. This test allows you to estimate:

• verbal creativity
• shaped creativity
• separate creative abilities:
  • running - this quantitative indicator, in tests most often this is the number of tasks performed.
  • flexibility - this figure evaluates a variety of ideas and strategies, the ability to move from one aspect to another.
  • originality - this indicator characterizes the ability to put forward ideas that differ from obvious, well-known, generally accepted, banal or firmly established.
  • the ability to see the essence of the problem.
  • the ability to resist stereotypes.

Creative criteria

Creativity criteria:

• fluency - the number of ideas arising per unit of time;
• originality - the ability to produce unusual ideas that differ from generally accepted;
• flexibility. As Ranko notes, the importance of this parameter is caused by two circumstances: first, this parameter allows you to distinguish individuals that show flexibility in the process of solving the problem, from those who show rigidity in their decision, and secondly, allows you to distinguish individuals that are original solve problems, from those who demonstrate false originality.
• susceptibility - sensitivity to unusual details, contradictions and uncertainties, willingness to quickly switch from one idea to another;
• metaphoricity - willingness to work in a completely unusual context, the tendency to symbolic, associative thinking, the ability to see in simple, and in difficult - simple.
• satisfaction is the result of creativity. In the negative result, the meaning and further development of the feeling is lost.

On Torrensu

• Fluency - the ability to produce a large number of ideas;
• Flexibility - the ability to apply a variety of strategies when solving problems;
• Originality - the ability to produce unusual, non-standard ideas;
• Development - the ability to develop in detail the arising ideas.
• Circuit resistance is the ability to not follow the stereotypes and for a long time to "remain open" for a variety of incoming information when solving problems.
• The abstractness of the name is an understanding of the essence of the problem of what is really essential. The reflection process reflects the ability to transform generate information into a verbal form

Hypotheses of origin of creativity

There are several hypotheses for creative abilities. According to the first it is considered that creative abilities arose in a sensible person gradually, for a long time and were a consequence of cultural and demographic changes in humanity, in particular, the growth in the number of population, by the addition of the abilities of the most intelligent and gifted individuals in populations, with the subsequent attachment of these properties in offspring. According to the second hypothesis expressed in 2002 by Anthropologist Richard Clain from Stanford University, the appearance of creativity was leapped. It arose due to a sudden genetic mutation of about 50 thousand years ago.

see also

• Chixentmichia, Mihai, Psychologist, Creativity researcher.
• Creativity techniques
• Imagination
• Creation

Literature

• N. M. Azarov. Creativity as a word and as a concept. // Criticism and Semiotika, 21 (2014).
• Torrance E. P. Guiding Creative Talent - Englewood Cliffs. NY: Prentice-Hall, 1964.
• Torrance E. P. The Torrance Test Of Creative Thinking: Technical-Norm Manual. ILL, 1974.
• Mednich S.A. The Associative Basis of the Creative Process // Psychol. Rewiew. 1969. No. 2.
• Wollach M.A., Kogan N.A. A New Look At The Creativity - Intelligence Distinction // Journal of Personality. 1965. № 33.
• Bogoyavlenskaya D. B. Intelligent problem of creativity. Rostov-on-Don, 1983.
• Bogoyavlenskaya D. B. Psychology of creative abilities. M.: "Academy", 2002.
• Druzhinin V. N. Diagnosis of common cognitive abilities. - M.: "IP RAS", 1997.
• Druzhinin V. N. Problems of general abilities (intellect, learning, creativity) - SPb.; Peter, 2007.
• Tishina K. A. Modern studies of the problem of creativity in foreign psychology. M. 1997.
• Tunic E. E. Diagnosis of creativity. Test Torrens. Methodical manual. SPb.: Imaton, 1998.
• Stanislav Rayich "Psychodiagnostics of Creativity (review article)" Kiev. 2011 - 6 s.
• Gifolds: abilities, motivation and creativity: a manual for teachers, psychologists, managers in the field of education / N. D. Alekseev, A. S. Isaenko, T. I. Kuzey - Minsk: Adukatsya I Vikavanne, 2006. - 88 p.

Notes

Links

• Reut D. V. Sweet curse of creativity // Cognitive analysis and management of situations (CASC'2001). Proceedings of the 1st International Conference. Moscow, October 11-12, 2001. T.3. M.: Institute for the Problems of Management of the Russian Academy of Sciences, p. 91-123.

"The abilities appeal to the use of use and stop calling only when used well."

Abraham Masuel

Every day, people make a lot of cases: small and large, simple and sophisticated. And every business is a task, then more, then less difficult. But with all their diversity, all things can be divided into old, already known, new. How to solve old challenges (whether professional, training or domestic), everyone is well known. We perform them sometimes mechanically. For example, the chauffeur, continuing to drive, declares the stop, speaks. But when some unforeseen situation occur (be it a breakdown or an unexpected case on the road) there is a new task and, although it is not very difficult, it can be attributed to creative.

The range of creative tasks is unusually wide in difficulty - from solving a puzzle to scientific discovery, but the essence of them is one: when they decide, there is a new way or something new is created, that is, the act of creativity takes place. It is here that special qualities of mind are required, such as observation, the ability to compare and analyze, combine, find bonds and dependencies, patterns, etc. - all that in the aggregate is creative abilities. Consider the main quality in more detail.

Convergent and divergent thinking. There are two ways, two strategies for searching for a solution to one or another problem. American psychologist J. Gilford, summarizing the study conducted in this direction, allocated two types of thinking: convergent necessary for finding the only accurate solution of the problem and divergent Thanks to which the original solutions arise.

Let us explain on the example. Some people believe that there is the only correct decision, and are trying to find it with the help of already existing knowledge and logical reasoning. All efforts are focused on the search for the only right solution. Such thinking is called convergent. Others, on the contrary, begin to look for a solution in all possible areas in order to consider as much options as possible. Such a "fan-like" search, most often leading to original solutions, is peculiar to divergent thinking.

Unfortunately, almost all our training is aimed at the activation of the convergent thinking. A similar slope in pedagogy - Beach for a creative person. For example, it is known that A. Einstein and W. Churchille to study at school was difficult, but not because they were scattered and undisciplined, as the teachers believed. In fact, it was not so, but teachers simply annoyed their manner not to answer directly to the question, but instead, ask some "inappropriate" questions like "And if a triangle was inverted?", "And if you replace Water on ...? "," And if you look at the other hand "", etc.

Creative people are usually characteristic of divergent thinking. They tend to form new combinations of elements that most people are used in a certain way, or to form connections between two elements that are not at first glance, nothing in common. Try to come up with some drawing based on a circle. Well, what does it come to mind?, Man?, Tomato? Moon? the sun? Cherry ... These are the standard answers that the majority gives. And what about the "Cheder" chicken cheese "or" track of an unknown animal ", or" flock of viruses under a microscope in a drop of water. " This is already non-standard. In other words, these are creative answers.

Porosity in search of problems. Spring in the morning of 1590, a man with a cast-iron core and a lead muscoal bullet in his hands rose on the famous Pisa Tower. Both items he dropped from the tower. His students standing below, and he himself, looking from above, made sure that the kernel abandoned by him and the bullet touched the earth at the same time. The name of this man Galileo Galilee.

For two thousand years, since the times of Aristotle, there was a conviction that the rate of falling the body is proportional to the weight. A dry leaf buzzed from the branch drops slowly, and the poured the fruit falls on the ground. It was seen everything. But after all, more than once it was necessary to see another: two boulders, torn from the rock, reach the bottom of the gorge at the same time, despite the difference in size. However, no one noticed this because to watch and see - not at all the same.

In the stream of external stimuli, people usually perceive only what is stacked in the "coordinate grid" of existing knowledge and ideas; The remaining information is unconsciously discarded. At the perception influence the usual installations, assessments, feelings, as well as commitment to generally accepted views and opinions. The ability to see what does not fit into the framework of the previously learned, is something more than just observation. This freshness of the view and the "disgust" are associated not with the urgency of vision or the peculiarities of the retina, but are the quality of thinking, because a person sees not only with the help of the eye, but mainly with the help of the brain.

Another A. Einstein argued that "Can you observe this phenomenon, will depend on what theory you use. The theory determines what exactly can be observed. " And the Great G. Heine noticed that "every century, acquiring new ideas, acquires new eyes."

Experience Galileo Galilee is stunningly simple: neither ingenious devices or special devices. Climb on the roof and reset the two loads of a different weight could be all sorts of weight, but no one came into the head during the 19th centuries. Galiley saw the problem where everything was clear for others, consecrated by the authority of Aristotle and a two-thousandth tradition. Galiley doubted Aristotelian mechanics. Hence the idea of \u200b\u200bexperience. The results of the experiment were not unexpected for him, but only confirmed the already folding hypothesis about the independence of the acceleration of the free fall on the mass of the incident body.

Nevertheless, the judgment of Einstein can not be absoluting. He noted the peculiarity of knowledge that does not exhaust all the patterns of this process.

Observations of psychologists show that in the perception of visual images, connections are established between perceived signs and words, i.e., the so-called verbalization of visual experience occurs. Most likely verbalization determines the minimum portion perceived as an informational visual unit. The observations of anthropologists confirm such a look. It was found that North American Indians from the Hopi tribe, in which the word "green", but no word "blue", is not able to distinguish the green color from the blue. But those of them who own English are perfectly distinguished these two colors.

Probably before detecting something new, not noticeable by other observers, you need to form a corresponding concept. Most often it is formed using words. Other information codes can be used.

To develop a township in search of problems, it is important to learn how to analyze the problem situation. The easiest of this ability to form in the tasks where you need to go on the selected factors of the situation (that is, to arrange by degree of importance).

The ability to coagulate mental operations.In the process of thinking, we need a gradual transition from one link in the chain of reasoning to another. Sometimes because of this, it is not possible to make a mental eye to cover the whole picture entirely, all the arguments from the first to the last step of the step. However, a person has the ability to coagulate the long argument chain and replacing them with one generalizing operation.

The process of coagulation of mental operations is only a particular case of manifestations of the ability to replace several concepts with one, to use increasingly capacious characters in informational terms. There is an opinion that the avalanche-like growth of scientific information will in the end to the slowdown in the pace of science development. Before you begin to create, you will have to master the necessary minimum knowledge for a very long time. However, the accumulation of scientific information did not led to a slowdown or termination of scientific progress. It is partly to keep up with the ability of the human mind to coagulate. Using all the more abstract concepts, a person continuously expands its intelligent range.

For example, to learn how to finish the university in the Middle Ages. Yes, not every university could teach this wisdom. It was necessary to go to Italy. Mathematics in this country have achieved great art in division. If we remember that in those days used Roman numbers, it will become clear why the division of millions of numbers was available only to bearded husbands dedicated to this lesson all his life.

With the introduction of Arabic numbers, everything changed. More precisely, it is not in the numbers themselves, but in the positional (in this case decimal), the number system. Now nine-year-old schoolchildren with the simplest set of rules (algorithm) are also divided and millions and billionth numbers. The volume of semantic information remained the same, but a more advanced symbolic designation allows processing quickly and economically.

Economic symbolic designation of concepts and relations between them is the most important condition for productive thinking.

A clear and compressed symbolic designation not only facilitates the assimilation of the material. Economical recording of already known facts, a concise form of presentation of the developed theory is a necessary prerequisite for further advance, one of the essential stages of the progress of science. To introduce a new elegant symbolization method, gracefully state a well-known method - such work is also creative and requires non-standard thinking.

In the development of this property, guessing is very helpful, and then inventing different mysteries, puzzles, etc.

At the first stage, you can consider logical tasks, in the solution of which will help symbolic recording. For example: Five girls - faith, Tanya, Nadezhda, Sofia and Love invited Semyon to visit their hostel. Come to the hostel Semen saw the corridor and six rooms, which were located as follows: Seven is known that faith occupies one of the three first rooms, Tanya lives between faith and love, the Room is in the middle between the rooms of Sofia and Hope, and that hope - Neighbor Tanya. Answer the following questions:

If we assume that Tanya lives in the room 5, then what room is empty?

If we assume that love lives in the room 5, then what room is empty?

If no one lives in the room 5, then in which room lives faith? Lyuba? Tanya?

The ability to transfer experience. In 1903, Right brothers built an airplane. But it remained unresolved one problem: they did not know how to stabilize the position of the aircraft after turning in the air. The decision came when the brothers wanted the flight of birds - Sarycha. They made the wings, the rear edge of which could be bent - the prototype of a modern flap.

Of course, the transfer is not necessarily carried out with a "biological object" - analogies can be detected anywhere.

In ancient Egypt, water was raised to the fields using a continuously rotating chain with buckets. In 1783, the Englishman O. Evans used this idea for the transportation of grain on the mills. He made a "transfer by analogy" from the liquid to the solid body. Analogy is simple, but for the millennium, no one noticed her.

The ability to apply the skill acquired when solving one task, to solve another, i.e., the ability to separate the specific "grain" of the problem from that non-specific, which can be transferred to other areas. This is essentially the ability to develop generalizing strategies. The transfer of experience is one of the most universal thinking techniques and the ability to transfer - an important condition for productive creativity.

Widely distributed attention Enhances the chances of solving the problem: "To create - you need to think about." By analogy with lateral vision, the English doctor E. De Bono called the side thinking the ability to see the path to the solution using "outsiders" information. Examples of such thinking are widely known: I. Newton and the apple fell on his head, which helped to discover the law of attraction. Archimedes and Golden Crown. Lying in the bath, Archimedes found a way to compare the volume of various bodies. That, in turn, served to the painstaking work on the study of the conditions of swimming in the body, the result of which was subsequently the famous hydrostatic law,

Side Thinking is effective and helps to find a solution to the problem under one indispensable condition: the problem should be a sustainable goal of activity, to become dominant.

The idea of \u200b\u200bdominant focus, or dominant, belongs to Academician A. A. Ukhtomsky. This idea originated from the experiment. The dog has developed a conditional reflex to pull down the back paw - for this they combined the blow along this paw with the sound of the metronome. Then a piece of filter paper, moistened with a strikhnin solution, was placed on that part of the cortex of the brain, which serves as a "cortical representation" of the left front paw in the front urge. And when I again called the metronome, the left front paw was bent stronger than the rear. The focus excited by a chemical agent (Strichnin) became dominant. All irritants attracted him. They already caused the wrong reaction that was caused earlier, and the one that is associated with the dominant hearth.

Ukhtomsky allocated two main properties of Dominants: relatively increased excitability of a group of nerve cells, thanks to which the stimuli coming from different sources, and a resistant excitation delay after the disappearance of stimuli. Dominant, attracting all external stimuli, can become a concept, idea, thought, problem. It is curious to remind about this observation of Ch. Darwin: "... Music usually makes me think tensely about what I am currently working on." Mathematics L. Lagrange The idea of \u200b\u200bthe variational calculus occurred when he listened to the body in the Church of San Francesco di Paola in Turin.

The ability of the brain to form and hold the neural model of the target in terms of excitation, the movement of thought, there is, apparently, one of the components of the talent.

Memory readiness. Try to solve the task: an empty room. On the windowsill lie pliers, and two twins hang from the ceiling; It is required to tie their ends. But the length of each twine is less than the distance between the attachment points.

Analyze how you solved this task. Logical chains, when solving it, there may be several, but in any option it is necessary to recall the properties of the swinging cargo and relate these knowledge with the task. (The decision is that by the end of one of the twiners you need to tie the pliers and arrange a pendulum.) The advantage of the decision will not get the wrong erudition richer, but the one who will quickly remove the necessary information from memory. In such cases, they talk about the intelligence, but one of its constituents is the readiness of the memory to issue the necessary information at the right moment.

The memory is sometimes talking disregardly, opposing its mental abilities. There are many dumplings about scattered professors, etc. But the words "bad memory" are too vague. Memory includes the ability to remember, identify, reproduce immediately or delayed. When a person solves the problem, he can only count on the information that at the moment perceives and which will be able to extract from memory.

The form of recording, classification, address system and the search system are essential. Imagine the car into which information is laid on all possible objects, different in shape, color, taste, smell, etc. It is necessary to find out whether there is an object with four properties, round, heavy, green, sweet. And if there is, what is it for the subject? You can go through all round items, check them on the basis of color. Then all round and green check the taste. Finally, all round, green and sweet check by weight - and find watermelon. It can be acts different: to store information already classified by the combination of features, i.e. have reference data on which items are round and sweet, green and heavy, etc. But this option is notable for the brain. Most likely - an associative network. Watermelon is associated with the concept of "round", "sweet", "green", etc. From the moment the concept of "watermelon" was formed in the brain.

Intuitive instant solutions of the problem are possible because there is a large number of associative connections that provide quick access to the necessary information.

Memory readiness can be trained, for example, playing such a game:

Remember or imagine yourself on the beach, try to see long waves running ashore, hear how they, rolling back into the sea, rustled on pebbles, imagine how you enter the wave and dissolve in it, you yourself became a wave. You rolling on the shore with force and, kwyrtsya, you fly apart for a thousand small splashes, get foam, run away back and, gaining strength, bring up ashore again.

You feel sand, stones, you see the beach. That's the one who you were before reincarnation in the wave decided to swim. He runs out and jumps into the sea ...

Describe that you feel unusual when you see yourself from the side?

The integrity of perception. This term designate the ability to perceive the validity of the whole, without frauding it (in contrast to the perception of small independent portions). I. P. Pavlov specified on this ability, highlighting two main types of higher cortical activities - artistic and thought: "Life clearly indicates two categories of people: artists and thinkers. There is a sharp difference between them. Some are artists in all their births: writers, musicians, painters, etc. - capture validity entirely, completely, full, live reality, without any crushing, without any disconnection. Others - thinkers - exactly how to kill it, as if they kill her, making some temporary skeleton, and then only gradually, as if they collect her parts again and try to revive them in such a way that they still do not succeed "

Delivery on thinkers and artists is associated with the predominant participation of the right or left hemispheres in human mental activities. Such an observation took another 1864. English Neuropathologist X. Jackson. Currently, there are evidence of the role of the left hemisphere in analytical thinking, in which it is dominated by speech and logic. The right hemisphere dominates in perception when you need to combine simultaneously or sequentially perceived elements into something. For example, the functions of the right hemisphere are related to the perception of musical images (combining the sequence of sounds into the melody); The left hemisphere is directly related to the reading of notes.

I. P. Pavlov came to divide on art and mental types, watching children; It was for the first time that he first noticed an artistic type of perception, without allocating details. And it is not surprising: when the second signal system is still weak, each child is "ruth-haired": perceives the world in images, and not analytically. Over the years, the second signal system is stronger, the role of the left hemisphere increases.

Thus, the terms "left-hand" and "right-rose" should not be understood literally. Both hemispheres work, but one of them dominates for certain functions, creating a predominantly artistic or mainly thoughtful type of cortical activity.

"Thinker" as a type of higher nervous activity - is by no means an ideal of a scientist. Of course, there are meticulous collectors and recorder recorders, analytics and archivors of knowledge in science. But in the process of creative thinking, you need the ability to break away from the logical consideration of the facts to connect the elements of thought into new images. Without it, it is not possible to look at the problem with a fresh look, see new in the long way.

The ability to perceive images and manipulation them is the most important ability of the brain, so we will talk about it in more detail. The only channel established by the channel, according to which information about the world around the world goes to a person is the sense authorities. And the method of transmitting information from the senses in the brain is nervous impulses. Frequency modulation of impulses - this is the way to transfer the variety of information about the world into the brain.

The pulses go through numerous conductive paths - and from different senses, and from this organ of feelings in different fibers. Spatial and temporal summation of pulses, excitation and braking in the cerebral cortex is a physiological basis of human thinking.

However, processing and summation of pulses is not yet thinking. It is necessary to form the formation of spatial and temporal pulses configurations in which the noise is selected and the structural constant is distinguished. It underlies the images. From this level, thinking begins.

The ability to identify images is one of the fundamental properties of the brain. Its biological significance is obvious. In order to survive in the struggle for existence, the animal must respond equally to similar objects regardless of individual differences. (So, the hare must identify all wolves equally).

The person recognizes the printed word regardless of the type of font, colors, the size of the letters, etc. The words are recognized on the hearing regardless of the volume, height and timber of the pronounced voice. The physical characteristics of the signals may vary widely; Neurophysiological events in the brain are also unequal. But in the cortex there is a mechanism that highlights the image under all changing visual, auditory and other stimuli. The information being implemented in this way is the meaningful side of thinking.

The same physiological processes can transmit different contents. In the ancient world, the thunderstorms were explained by the anger Zeus; We consider it a manifestation of atmospheric electricity. Meanwhile there is no reason to think that the physiological processes in the Ellinians and our contemporaries are different. The difference is manifested not at the level of pulse processing; It begins with the formation of images and increases at higher hierarchical levels of abstraction.

The physiological basis of the image is a neural model or a combination of nerve cells and their connections that form a relatively resistant group. Any event occurring in an external environment and a person perceived is modeled in the cortex of its brain in the form of some structure. In this case, it is assumed between the real objects and their models in the nervous system, i.e. the code. This is one of the conditions of objectivity of knowledge (we identify items, even if we see them in an unusual perspective). The neuronal patterns arising are non-sensitive, i.e., not all of their elements coincide. But in them a permanent structure may be isolated, which allows you to identify the object according to the probabilistic coincidence of excited neurons. Two types of structures are distinguished: spatial and temporary. Music melody has a temporary structure; The same melody in a note record is spatial. The printed book has a spatial structure, and when reading it out loud - temporary.

It would seem, there is nothing in common between the letter and its phonetic sound. But the pronounced and printed texts are identical in the information plan (if you neglect the information that is transmitted by intonation). Obviously, they have a structural similarity. It is in this sense that we can talk about the similarity of the structure of the neural model with the structure of the reflected object. At the level of individual elements of the model, quite a clear matching. But at the level of the model, the structural similarity is determined, or isomorphism of the model. The object model can be a reduced or enlarged copy of the object made from another material, work in a different time scale. If we are talking about a model of a changing object, then it needs to determine the functional features, patterns of change and development. The model in the brain is, in fact, the information processed by a special way. Completely identical nerve impulses, grouped in time and space, form models of ever-increasing difficulty, reflecting reality is increasingly fully, endlessly approaching it, but never exhaust it.

The creation of a neural model corresponds to what is customary to be called the formation of the presentation. The movement of excitation and braking, their transition from one model to another is the material basis of the thinking process.

You can develop this ability using a simple game: you need to take an ordinary postcard and cut it on arbitrarily drawn smooth lines. In this game you need to learn how to invent the outline of the cut cut card look like the contour, but you need to do it with closed eyes.

Rapid concepts. The next term of creative giftedness is the ease of association and the remoteness of the associated concepts, the "semantic distance" between them. This ability is manifested, for example, in the synthesis of sharpness. Another A. S. Pushkin noted that "witness we do not call jokes, so amazing our cheerful critics, but the ability to bring the concepts and withdraw from them new and correct conclusions."

Thinking operates information, previously organized and ordered (partly in the process of perception). Associated images and concepts are the specific form in which they are stored in memory. The nature of associative relations causes, limits and predetermines the course of the thought process, interacting with current perceptions.

Studies confirmed this provision. A. N. Bow describes the following experiment: the experiments were that the subjects were offered to listen to phrases recorded not by the tape recorder. One of the words of each phrase was accompanied by noise, so it was impossible to disassemble it from the first time, I had to listen to the record several times.

The phrases were two types: reasonable and ridiculous. An example of the first type - "The light fell out of the window." An example of a second type - "on a plate lay afection". The words "window" and "Hippo" when writing was covered with noise, and the noise level was the same. The subjects required five - six repetitions to disassemble through the interference "natural" word, and to disassemble "ridiculous" - 10-15 repetitions needed, that is, two to three times more. In such experiments, it turned out that patients with some schizophrenia differences between meaningful and ridiculous words were not: and those and others were perceived by them through the interference in the same way difficult.

These simple experiments point to the fact that in the memory of a normal person, the words are grouped into "borders", associative billets, which are used in the process of perception and, apparently, thinking. Probably, ready-made associative patterns "save". At the same time, these templates make thinking less flexible. The absence of such blanks leads to a torn, the randomness of thinking, i.e., to the violation of the thought process.

There must be an optimal range of strength of associative connections. The output beyond the limits of this range in one direction leads to the cosiness of thinking and its trivial standard. The deviation in the other side will lead to pathological torn, fragmentation of thinking, loss of control over the course and content of their own thoughts.

In the optimal range of strength of associations, there are several gradations: communication is more or less durable, with greater or less ease of excited. This is the material with which operates thinking.

The thinking process is the difference of free association primarily because thinking is a directional association. But then the question arises: what is it going? As the clinical observations show, the factor that guides the association, and turning it into thinking, is the goal. Then naturally ask: what is the goal?

The mechanism for the formation of a sustainable goal of action with you was considered higher. If we talk about a relatively simple case, for example, about an arithmetic task, then the goal is wondering. Let's say, if it is known how much water is poured into the pool through one pipe and how many other, the pool is also known, the goal that determines the direction and course of the thought process will be the question: how many minutes the pool is filled? And then direct associations like "Swimming pool - swimming - swimming" and so on. Will be inhibited. (There are conditions at which it is precisely such "random" associations, and the question ceases to play a guide role in organizing an associative process. According to Luria, this happens when the frontal brain shares are defeated.)

Develop the ability to rapprite concepts can help, for example, a comic exercise for establishing a situational connection between objects: Make as much questions as possible, connecting two subjects. For example: the newspaper is a camel.

How many camels can be wrapped in one newspaper? What is written in the newspaper about camel? Why, reading a newspaper, are you slut like a camel? Etc. Try the questions to be unusual or ridiculous.

Another option is to define the definitions or explanation of the "winged phrases", for example, explain the following expressions:

Born in a shirt - ......; Fire - ......; The secret of Polyinistrel - ......; Procrusteo bed - ......; Jester whites - ......; Cook in the fly - ......; Zabbit head - ......

Flexibility of thinking. The ability to quickly and easily move from one class of phenomena to another, far from content, is called flexibility of thinking. It can be said that flexibility is a well-developed transfer skill, transposition. The absence of such ability is called inertia, rigidity and even jams or stagnation of thinking. But what is close or distant in content? Is it possible to measure the semantic distance? This is probably a variable on which the so-called human functional fixation is influenced. It is described by an American psychologist K. Dunker and is shown in the next experiment.

The subject is invited to fix three candles on the doors. Among the items that can be manipulated - the hammer, the boxes with nails, pliers. The decision is to kill the boxes to the door and install candles in them. The task was offered in two versions, in the first case the boxes were empty, in the second - filled with nails. When solving the first version of the box, everything was used as a stand. In the second variant, only half of the subjects guessed to pour nails and turn the boxes in the stand. Dunker explained this by the fact that in the second version of the boxes were perceived as a container for nails, it was this function that fixed the subject, so the transition to other possible functions was difficult.

The ability to overcome the functional fixation is one of the manifestations of thinking flexibility. It can be expected that people with a higher indicator of thinking flexibility have more chances to come across the correct idea when solving some practical task.

There is also flexibility in ability to abandon the compromised hypothesis on time. It is necessary to emphasize the word "on time" here. If it is too long to persist based on the tempting, but a false idea, the time will be missed. And too early refusal of the hypothesis can lead to the possibility of solving. It is especially difficult to refuse the hypothesis if it is its own, invented independently. Numerous experiments K. Dunker are shown. Apparently, the mind is typical of the imaginary constraints around them, and then stumble about them. The ability to step over such invisible barriers and is the flexibility of intelligence.

To develop thinking flexibility, you can perform the following task:

Record all ways to use small carnation, which can be invented in five minutes. Analyze your answers.

To analyze the responses, you can allocate the following categories: sensory; external similarity; the relation of the part to the whole; abstraction; logics; selection of classes; analogy.

Can you now come up with even more ways to apply carnations?

Evaluation ability. Extremely important is the ability to evaluate, to the selection of one of many alternatives before it is verified. Evaluation actions are carried out not only at the end of work, but also repeatedly in the course of it; They serve as milestones on the path of creative quest separating various stages and stages of the creative process. At the independence of the estimated abilities from other types of abilities, chess players were first noted.

A. N. Bow describes the results of the experiment: the leaders of the groups of one Institute distributed reports on the work done in another institute and offered to evaluate on a 10-point scale. The idea of \u200b\u200bexperimenters was to appreciate the "appraisers" themselves. It turned out that some use the entire scale (sometimes complemented it "+" and "-"). Others used not the entire scale, but only a few marks (for example, - 10, 5, 1). Probably these people differ from each other severity of estimated abilities. It is curious that people with low estimated abilities turned out to be bad leaders: they poorly knew their subordinates; Gave tasks without taking into account individual characteristics. Their own groups were unproductive.

Among the evaluation criteria, in addition to the logical consistency and compliance of the previously accumulated experience, the aesthetic criteria of grace and simplicity should be called.

But, evaluating someone else's own work, it is important to "not bend a stick." Physics are well known the name P. Ehrefest, a large scientist, friend and like-minded people A. Einstein. It was a truly great critic, whose analysis was so deep that it was considered the approval of the highest award. It was a great physicist, considered others, but precisely as a great mind, like a critic. His own creative searches lagged behind his critical gift (so, in any case, he considered himself). And here, tormented by a sense of inferiority? Considering itself with prissthood in science, P. Erenfest committed suicide ...

On his grave, A. Einstein, giving tribute to magnificent physics and a wonderful person, expressed a very deep thought about the reason for the inconsistency of the creative abilities of Ehrenthest his critical talent. Any Creator, Einstein said, should love her idea that for a while, until she is strengthened, not allow internal criticism. Only when a reliable system arranged, approving a new idea, only then "turns on" critical fuse. Ehrenfest, Einstein said, with his eternal "self-name", with his dissatisfaction with himself, began to criticize himself earlier than the idea would be able to resist. This point of view, psychologically, at least, non-standard, not stacked and now in the framework of popular ideas about creativity. What are the banal conversations about the eternal dissatisfaction of the Creator, who, according to many, should be a companion of any creativity! Yes, dissatisfaction, apparently, must be, but then, and at the beginning - pride and joy. Like Pushkin: "Aya da Pushkin, ah yes Sukin Son!".

In this regard, I want to mention another quality, namely, courage.

Courage in creativity. Courage in creativity is an opportunity to make a decision in a situation of uncertainty, not to scare your own conclusions and bring them to the end, risking with personal success and its own reputation. The famous physicist P. L. Kapitsa noted that "in science is not erudition is the main feature that allows scientist to solve problems; The main thing is imagination, concrete thinking and mostly - courage. " For example, Schrödinger long lacked the courage to publish its own, mathematically impeccable, equation, the result of which probably contradicted the experiment.

In addition, people often leave in front of the seeming majority of the task. For example, Altshuller described the following situation: at one of the seminars on the theory of invention, listeners were proposed such a task: "Suppose 300 electrons were supposed to switch from one energy level to another. But the quantum transition was made by the number of groups into two smaller, so in each group included 5 electrons more. What is the number of electronic groups? This complex problem has not yet been solved. "

Listeners - highly qualified engineers - said they are not taken to solve this task: - here Quantum physics, and we are production. Once it failed to others, we will not be able to do not succeed ... then I took a collection of tasks on algebra and read the text of the task: "Several buses were ordered to send 300 pioneers to the camp, but since there were no two buses for the appointed duration, then the bus was planted On 5 pioneers more than expected. How many buses was ordered? " The task was solved instantly ... the inventive task almost always has a frightening color. In any mathematical problem there is more or less obvious subtext: "I can quite decide. Such tasks have repeatedly solved. " If the mathematical task "does not succumb to", no one has the thought that it is not solved at all. In the task of the inventive subtext, quite different: "I was already trying to decide, but did not come out! No wonder smart people believe that nothing can be done here ... "

The ability to "grip" and "antisoperation". A person has an inherent ability to combine perceived stimuli, as well as quickly absorb new information with the same luggage, without which perceived information does not turn into knowledge, does not become part of the intelligence.

The principles of data combining, their clutch and grouping can be the most diverse. The ability to combine newly perceived information with what was previously known to include them in the already existing knowledge systems, group data in one way or another already in the process of perception - a condition and prerequisite for generating ideas.

Apparently, the "pure" perceptions in an adult does not happen: in each perception there is an element of judgment. For example, imagine a person busy talking, who suddenly noticed a silent point on the horizon. The attention of the observer is absorbed by the conversation, and therefore it is not trying to determine - the bird is or a plane. He just perceives the subject floating in the sky. But after a few minutes the subject approached and turned out to be an elegant glider. This is surprising, turns out to be a complete surprise. So in the perception of the subject it was a judgment: the point is not just perceived, but also evaluated as a plane or a bird. Different people in varying degrees inherent in the ability to resist the "color" of perception of previously accumulated information, get rid of the pressure of "preliminary knowledge" and allocate observed from what is introduced by interpretation. When observation is too "overloaded" theoretical interpretations, this sometimes leads to a fictitious discoveries.

In 1866, the famous German biologist E. Hekkel, the author of a biogenetic law, examining in a microscope IL, treated with ethyl alcohol, found a primitive living organism from protoplasm (without kernel) Moneron. Other scientists immediately confirmed the find, moreover were proven by the widespread spread of the mope at the Day of the World Ocean. The sensation lasted 10 years until they were convinced that it was based on an artifact: calcium sulfate contained in seawater, when processing alcohol, forms a colloid suspension; her scientists and accepted a living organism.

Excessive readiness for the adhesion of observed with pre-developed theoretical ideas played with researchers a cruel joke, led to false interpretation of observation. The ability to clutch is important and necessary, but must be balanced by the ability to overcome the clutch, to tear the observed fact from the usual associations.

To develop this ability, you can perform the following tasks:

1. Try to remake one item in another. This is done in stages, at each stage you can change only one sign of the subject. For example, as a pillar turn into a hole. At first the post can be made of hollow inside, then cut it into shorter parts, then one of the parts insert into the ground. How many ways can you come up with?

2. Try to improve these items (sofa; table; lamp; scissors; saucepan, etc.), adding new features to them and connecting them with other objects. Explain how your improvements are arranged. For example: glasses can be connected to a radio receiver to listen to news and music; with a compass and a miniature map of the area so as not to get lost, etc.

Originality and ease of generation of ideas. Another component of creative giftedness - easy to generate ideas. It is not necessary that each idea is correct: the more ideas makes a person, the greater the likelihood that there will be good ideas among them. And the best thoughts come to mind not immediately. Great when ideas original, That is, they differ from generally accepted when solutions are unexpected, even paradoxical.

Thought, or idea, is not just an associative connection of two or more concepts. The concept of concepts should be meaningful, should reflect the objective ratio of the phenomena behind these concepts. This is a compliance and there is one of the main criteria for evaluating the idea.

Another criterion is a latitude of ideas covering a large number of heterogeneous facts. The most fruitful ideas include (predicted) new, not open yet phenomena.

Ideas are also valued in depth and fundamental. Deeply consider such an idea that establishes relations between objects or their individual properties that are not lying on the surface, but requiring insight and deepening for their detection in the essence of phenomena. Such ideas, as a rule, are also fundamental, i.e., serve as a basis for generating other ideas, foundation for theories.

We met with the basics of the concept of thinking, which follows from the theory of neural models. According to this theory, thought, or idea is a consistent activation and comparison of models. The neural model is material, and the thought, like the movement, can not be called material. The brain taught the idea of \u200b\u200bone or another specific code form, and different people have the same ability to use the visual-spatial code, verbal, across the ability to manipulate with this type of symbols, but not irrelevant. Congenital peculiarities of the brain and development conditions in the first years of life are predetermined by the predominance of these or other information codes. In addition, the method of encoding information should harmonically comply with the content and structure of the displayed phenomena. That is, various codes serve to transfer various information. More F. M. Dostoevsky in his letters noticed that "... For different art forms, there are also correspondent number of poetic thoughts, so that one thought can never be expressed in another that does not correspond to it."

The task of the development of creative abilities is not only to increase the number of codes familiar to this person. It is necessary to help everyone "find yourself", i.e. Understand which characters, which information code is available for it and acceptable. Then thinking will be the most productive and give him higher satisfaction. A. N. Luk believes that "the happy coincidence of the individual characteristics of thinking with the structure of problems facing science in a given period of time is apparently one of the necessary conditions for the manifestation of scientific genius."

For this, it is important to create in different areas and as early as possible. We are as an example, we give a task from the Torrance test battery (such tasks can be used both for diagnostics and for development).

1. Draw as many objects as possible using the next set of figures: a circle, rectangle, triangle, semicircle. Each figure can be used several times, change the dimensions, but you can not add other figures and lines.

Sign up the name of each picture.

Fantasy. The ability to create something new, unusual, is laid in childhood, through the development of higher mental functions, such as thinking and imagination or fantasy. What is imagination? Imagination is a person inherent only to a person, the possibility of creating new images (representations) by recycling the preceding experience. Three types of imagination distinguish:

Logical imagination displays the future from the present using logical transformations.

Critical imagination is looking for that it is in the surrounding world that it is imperfect and needs a change.

Creative imagination gives rise to fundamentally new ideas, ideas that do not have the best practices in the real world, although relying on the elements of real reality.

The desire to look into the future and mentally imagined him since ancient times inherent to a person and was expressed not only in myth-making, but also stood out in a very revered, albeit unsafe profession of the priest. A person simulates a chain of events in the brain combined with a causal bond. At the same time, it uses past experience, for regularities can be detected only in repeated phenomena. In this way, the final link of the simulated chain of events is predicted.

Fantasia, like other mental functions undergo age-related changes. The junior preschooler, who only begins to develop the imagination, is distinguished by the passive form. He listens with great interest to the fairy tale and then represents their images as really existing phenomena. That is, the imagination unfitfully compensates for the lack of life experience and practical thinking by the fact that the described fabulous images into the real life of the child contributes. That is why he easily believes that the dressed actor is a real Santa Claus.

Senior preschool and junior school age is characterized by activation of the function of imagination. At the beginning of the recreation, and then creative, thanks to which a fundamentally new image is created. This period is sensitive to the formation of fantasy. Junior schoolchildren most of their active activity are carried out with the help of imagination. They are engaged in hobbies creative activities (the psychological basis of which is also imagination).

Teenage age is characterized by the transition from the children's perception of the surrounding reality to the adult. The schoolboy begins to more critically perceive the world around him. And his imagination takes more critical forms. He no longer believes in fabulous miracles. Fantasies acquire a dream form. Creative imagination in this period often acts in an adult form of inspiration. Teens are joy from creative creation. They compose poems, music, try to solve complex, sometimes not solving the problem, by the type of creating an eternal engine. Since the sensitive period for the development of fantasy at this age is preserved, the function of the imagination for its development requires a constant inflow of information. That is why all adolescents love to read and watch fantasy, militants, including heroes, sharply different from normal people, and unfulfilled circumstances.

For the development of fantasy, you can use the "unfinished stories" technique. For example, come up with the final of the proposed story:

Rivals. Attached an AP and OP to conquer the recoverable vertex. Everyone wanted to be first. AP went uphill from the north, OP - from the south. And each accompanied the whole crowd of fans. With the great difficulty, defeated his name on the top cliff, he watched: on the other side of the cliff, he writes his name, snorted on each other and began to go down in different directions.

Fluency. Creative thinking is moving: it is not difficult for him to move from one aspect of the problem to another, not limited to one single point of view.

Thought fluency is determined by the number of ideas arising per unit of time. And how can I analyze the ideas? Obviously, we can appreciate the already formulated thoughts. The ease of formulation is necessary to clothe the idea of \u200b\u200bwords or other codes (formula, graphically, etc.). In whatever symbols, the idea is diverted, it is desirable to translate it into a verbal code. The presentation of the results is necessary not only for "communication" or publication. This is a peculiar critical operation that reveals logical inconsistencies, theoretical miscalculations. The idea, at the moment of birth, it seemed brilliant, after the statement in words could hardly sweat.

Sometimes the solidity of speech is mistakenly taken for the ease of generation of ideas. The fact is that logic operations in the second signaling system proceed mainly as actions with words. Therefore, logical thinking is influenced by the fixed syntactic structure of the language (in contrast to the figurative thinking). The connection of syntax with mental processes makes it possible the following phenomenon. The syntactically correct texts are sometimes deprived of any sense and still create the visibility of the content. Such texts penetrate not only in humanitarian, but also in naturally scientific journals. They can not even say about them, they are true or false - they are simply strong. However, the impeccable grammatical form of the presentation masks emptiness. It is curious that the translation of such a text to another language immediately exposes the semantic vacuum.

The bogacity in the absence of thoughts is also manifested in music, dance, painting - the technique of expression is, and there is nothing to express. No wonder in the old rhetoric guide, the first rule of eloquence read: "If you have nothing to say - silence."

Many exercises that we led above are also aimed at the development of fluency. To consolidate, you can play the game "Circles on the water", which J. Rodari used in his pedagogical practice. In addition to fluency, this game is aimed at the development of creative imagination, and at the same time philological abilities. The game is suitable for any age.

When you throw a stone into the water, circles go on the water, the farther, the more. Also, the word, whichaven in the head, can push the mass of associations, cause different comparisons, representations, images. This task can turn into an exciting game.

Take any word, for example, Lemon. What associations does it cause? What combinations come in? For example, it communicates with the words on the letter "L": Fox, Moon, spoon, ribbon.

1. We will pick up for 1 minute as many words as possible on the initial letter. Consider the result.

2. Now we will find in 1 minute as many words starting to the syllable "Lee". Consider the result, (, etc.)

3. Now in 1 minute you can pick up as much as possible rhymes to the word "lemon". We also calculate.

4. Arrange the letters of the word in the column. Now write the first words that come to mind to the corresponding letters. Or, complicating the task, you can write the words that form a complete proposal near the letters.

The more words or proposals you came up with what they would be funnier, the better. Consider the result. Now fold all the amounts received. Who one will be more, he won.

And the latter, often not accepted seriously, namely, "the ability to refine." "The little things create perfection, and perfection is not a trifle," Michelangelo wrote. It is hardly necessary to explain how important this ability is that allows you to bring work to such a level when it acquires universal significance and social value. It means not just perseverance, the collaboration, namely the ability to refine the details, to the painful painstaking finishes, to the improvement of the initial intention. Only the idea, whatever it is, as a rule, does not receive recognition. "In any practical case, the idea ranges from 2 to 5%, and the rest are execution," said Mathematics and shipbuilder Academician A. N. Krylov.

And what, in fact, are intelligent abilities from creative? After all, the components listed above are essentially different from ordinary thinking abilities. The concepts of "thinking" and "creativity" are often opposed. But such a position leads to a rough mistake, forcing admit that for creative personalities there must be special psychological laws. In fact, the elementary abilities of the human mind are the same for everyone. They are only expressed differently (stronger and weaker) and in different ways are combined with each other. For example, a combination of township in search of problems, the flexibility of intelligence, the ease of generation of ideas and ability to the remote association exhibit itself as non-standard of thinking, which has long been considered to be an indispensable part of the talent.

Now that you have learned a lot of new and systematized your knowledge of creative thinking, we are sure that you will always find your decision! Creative success to you!

Tasks and questions for self-test

1. After performing all test tasks, make your psychological portrait.

2. Highlight the most powerful and weak characteristics of basic and programming properties.

3. Try to determine what you need for further personal growth and self-realization.

4. Can you help another person know yourself and determine the path of self-realization?

5. What does practical psychology studies?

6. Determine the mental world and its basic properties.

7. The concept of individuality in psychology.

8. Basic and programming properties.

9. Brain and psyche.

10. Type of man structure.

11. The influence of the glands of the internal secretion on human emotions.

12. Psychological characteristics of temperament. Think how people will behave different temperaments in the same situation.

13. Do you have a strong or weak character?

14. Describe common and special abilities.

15. Describe the structure of the intelligence and its possible profile.

16. The system of psychological cognitive processes. Give the characteristic to each process.

17. Basic functions of speech.

18. The role of emotions in human life.

19. Mental states. Determine for yourself the level of personal and situational anxiety.

20. What is characterized by the direction of the person?

21. The main types of human values.

22. Determine the self-consciousness and give the characteristic of each component.

23. The main stages of the creative process.

1. Ananyev B. G. Problems of modern personality. M., 1977.

2. Bodaliev A. A. Perception and understanding of man by man. M., 1982.

3. Brunner J. Psychology of knowledge. M., 1977.

4. Burlachuk L. F., Morozov S. M. Psychodiagnostic Dictionary. Kiev, 1989.

5. Vygotsky L. S. Development of higher intellectual functions. M., 1960.

6. Granovskaya R. M., Bereznaya I. Ya. Intuition and artificial intelligence. L., 1991.

7. WUNDT V. Psychology of spiritual unrest. M., 1984.

8. Granovskaya R. M. Elements of practical psychology. L., 1988.

9. Kon I. S. in Searches yourself: Personality and her identity. M., 1984.

10. Leontiev A. N. Activities, consciousness, personality. M., 1975.

11. Lomom B. F. Questions of general, pedagogical and engineering psychology. M., 1991.

12. Luk A. N. Thinking and creativity. M., 1976.

13. Leongard K. Acquesting personality. M. 1980.

14. Merlin V. S. Essays of the theory of temperament. Perm, 1973.

15. Nikiforov G. S. Self-monitoring of man. L., 1989.

16. Novikov V. V., Zabrodin Yu. M. Psychological management. M., 1992.

17. Orlov Yu. M. Climbing to individuality. M., 1991.

18. Platonov K.K. Structure and identity development. M., 1986.

19. Ponomarev Ya. A. Psychology of creativity. M., 1976.

20. Rybalko E. F. Age and Differential psychology. L., 1990.

21. Raykhovsky Ya. Experimental psychology of emotions. M., 1979.

22. Rubinstein S. L. Basics of general psychology. M., 1946.

23. Simonov P. V. Temperament - character - personality. M., 1984.

24. Heat B. M. Selected Works. M., 1985.

25. Tutukhushina M. K., Ronginsky M. Yu. Practical psychology for managers. L., 1992.

26. Frank Man in search of sense. M., 1990.

27. Freud Z. Lectures for the introduction of psychoanalysis. M., 1989.

28. Fromm E. Have or be. M., 1986.

29. Heikhausen X. Motivation and activity: T. 1, 2. M., 1986.

30. Chekhov A. P. Cathedral So .: T. 1. M., 1974.

31. Jung K. Psychological types. M., 1924.

32. Jleitman. N. Psychology. 3 rd. NEW YORK, 1991.

33. Bern E. Introduction to psychiatry and psychoanalysis for the uninitiated. M., 1992.

34. Bloom F., Leiserson A, Hofstedter L. Brain, mind and behavior. M., 1988.

35. Shadrikov V.D. Activities and abilities. M., 1994.

36. Zimbardo F. Shyness. St. Petersburg, 1995.

37. Reflection in science and training. Novosibirsk, 1989.

38. Zeigarnik B. V. Circulation and self-regulation is normal and pathology // Bulletin MSU.Seria 14.1981.

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Based on the foregoing, you can already submit, who is the creative person, what qualities he possesses.

Creative personality always seeks to create new, unique material or cultural values. Such a person is always talented, and in many areas (for example, Leonardo da Vinci, who succeeded in painting and architecture, in mathematics and technology).

Modern psychology divides the people of the creative warehouse of the mind into two types:

• 1. Divershents, that is, people who are capable of a wide range of creative activities easily establish long-term relations between unseedy and incomparable concepts and phenomena; possess a rich imagination; originally suited to the problem; can oppose the generally accepted judgments that have become a stamp; differ autonomy, independence from someone else's opinion; boldly and openly go towards new ideas and experiments; Test satisfaction from discoveries.
• 2. Convergents, that is, people inclined to narrow, targeted, deep and specific studies; Such types of intellectual activity, where it is necessary to focus on a more in-depth search in one direction; It is easy to adapt their thinking to public stereotypes, operate with generally accepted stamps; For creative activity, they need external incentives; leisurely and thoroughly steal at a predetermined reliable trail; To cognitive emotions indifferent). Each author, based on individual abilities and inconsistencies, seeks to choose the optimal style of work on the material. And creative processes related to the preparation of the journalistic work have the patterns of which will allow future journalists, and divergents and convergents, optimize their activities.

From other creative personality distinguishes the originality of thinking and the ability to create, enthusiasm, as well as a number of other qualities, such as:

• 1. Perseverance (perseverance) confirming the presence of motivation. The ability to focus on one lesson, perseverance contrary to failures is one of the qualities of a creative person who helps to free themselves with lethargy, indecision. Makes it possible to bring the started projects to the end. Develop persistence will help: the choice of life or regular sports or some kind of creative activity.
• 2. Openness of the new experience, emotional openness, flexibility of thought, eccentric views and beliefs - largely due to them people have original ideas and solutions. All creative personalities have such an openness.
• 3. Inquisition - the desire to improve your knowledge, interest in various spheres of human life and just the environment. This quality empowers the ability to be active in life, and also stimulates activities for new discoveries and knowledge. It brings joy from the knowledge of the surrounding world, allows you to expand the boundaries of your capabilities. The development of this quality contributes to observation, as well as the desire for knowledge. Without curiosity, a creative person is simply impossible.
• 4. Imagination - the ability of thinking to create new images based on real objects. Thanks to it, the boundaries are erased between the impossible and possible. This quality gives freedom of fantasy in any field: art, cinema, literature, etc. Imagination can be developed. To do this, it is necessary to deeply read the books, plunging into the world of characters, interested in art, visiting exhibitions, art galleries, performing psychological exercises aimed at developing fantasy. Creative personality is often dreamed.
• 5. self-confidence, independence. Thanks to these qualities, the person is completely free from the opinions of others, in other words, is emotionally stable. He is able to make his own decisions and incarnate them at the expense of these qualities to any ideas, even the most reckless, at first glance, a person can find real use. The acquisition of these qualities contributes: the development of critical thinking, self-esteem, as well as the struggle with fear of people. Independence contributes to the promotion of innovative ideas and progress development.
• 6. Inventiveness - the ability of a person to not standard solve the vital tasks, create unusual things. Thanks to this quality, masterpieces are curious. Advantages: The ability to make extraordinary actions, unlimited fantasy, joy from the process of creating, freedom from the laziness of the soul and body. This quality of the creative person is not congenital. It can be purchased thanks to: enhance its own erudition, self-improvement (eradicating any signs of laziness), setting and achieving a certain goal. The inventive person is not afraid to try something new in life.
• 7. The speed of information processing: resourcefulness in the responses, the speed of thoughts, the love of complexity - the creative person juggles the ideas without any self-censorship. Sudden illumination when the decision seems to arise from nowhere.
• 8. Thinking by analogy and ability to apply to the preliminary and unconscious. Thinking is in analogy according to the principle of free associations of thoughts and images. Pre- and unconscious phenomena include night dreams, daytime dreams in reality and strong emotions.

Analyzing the listed qualities, it becomes obvious that each person has the creative potential that it can develop. Currently there are many different exercises for the development of creative potential.

For example, the exercise "Free monologue".

Task: stop controlling your thoughts, learn to think freely.

In a quiet and peaceful place, close eyes should be closed and allow the body to relax. For a minute, focus on thoughts and arising spontaneously images. Then answer yourself six questions:

• 1. What did I see, I heard?
• 2. What was my inner monologue (what whispered the quiet voices inside me)?
• 3. What were my thoughts?
• 4. My feelings?
• 5. My emotions?
• 6. What does this mean for me? (An old problem, unrealized desire, inability to weaken control and "let go" what is happening ...).

Creativity Education Exercises:

• 1. "Two randomness." Take the Explanatory Dictionary and at random select two random concepts. Just poke your finger into any pages. Compare them, try to find something in common between them. Come up with a crazy story in which you place the relationship. Similar exercise perfectly trains the brain.
• 2. "10 + 10". Choose any word, it must have a noun. Now write 5 adjectives, which, in your opinion, is most suitable for him. For example, "socks" - black, warm, woolen, winter, clean. Made? Now try to write another 5 adjectives that are not at all suitable. That's where everyone stalled. It turns out that it is very difficult to do it. Fell in various spheres of perception and find the necessary words.
• 3. "Name". Try every time some item interest you, come up with a name for him. It is possible a short and whisk, or long and deployed. The purpose of the exercise is the name must you like it.

Exercises for the development of writing skills:

• 1. Think about one of the items located in the room. Without opening the eye, list as much characteristics of this item. Write down everything that I remembered, still without looking at the subject
• 2. Select the poem that you like. Take it to the last line - let it be the first line of your new poem.
• 3. What would you say an uninvited guest that looked at you at three o'clock in the morning.
• 4. Write the story, starting with the words: "Once I had the opportunity to me, but I missed her ...".
• 5. Write a letter to the ten-year-old. Letter in the past.