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Thinking and mental activity Chemistry teacher: Bobkova E.V.
At present, the search for the most effective ways of teaching, improving the quality of mastering knowledge, identifying internal reserves of cognitive activity and mental processes of students is of great importance. The development of thinking in the learning process is one of the most important problems in psychology. The theme of the research work of teachers of the commission of general educational disciplines is '' Activation of the mental activity of students in the classroom. ''
In order to successfully solve the task of activating mental activity that we face, it is necessary to understand what thinking and the thought process are.
“THINKING is a tool for the highest orientation of a person in the world around him and in himself. ” I.P. PAVLOV
Thinking is the highest cognitive process. It is a form of a person's creative reflection of reality, generating a result that does not exist in reality itself or in the subject at a given moment in time. Human thinking can also be understood as a creative transformation of ideas and images in memory.
The thinking process is characterized by the following features: 1. Thinking is always mediated. Establishing connections and relationships between objects and phenomena of the objective world, a person relies not only on direct sensations and perceptions, but also on the data of past experience that have been preserved in his memory. 2. Thinking is based on the knowledge that a person has about the general laws of nature and society. In the process of thinking, a person uses the knowledge of general provisions already established on the basis of previous practice, which reflect the most general connections and patterns of the surrounding world.
4. Thinking is always a reflection of connections and relationships between objects in verbal form. Thinking and speech are always inseparable unity. Due to the fact that thinking takes place in words, the processes of abstraction and generalization are facilitated, since words by their nature are very special stimuli that signal reality in the most generalized form. 3. Thinking proceeds from "living contemplation" but is not reduced to it. Reflecting the connections and relationships between phenomena, we always reflect these connections in an abstract and generalized form, as having a common meaning for all similar phenomena of a given class, and not only for a specific, specifically observed phenomenon.
5. Human thinking is organically connected with practical activities. In its content, it is based on the social practice of a person.
Mental activity is carried out in the form of mental operations passing into each other. Thinking operations are mental actions. The following operations of thinking are distinguished: analysis synthesis comparison abstraction generalization concretization
Analysis is a mental operation of dividing a complex object into its constituent parts. Synthesis is a mental operation that allows one to move from parts to the whole in a single analytical-synthetic process of thinking. Comparison is an operation that consists in comparing objects and phenomena, their properties and relationships with each other and thus identifying the commonality or difference between them. Abstraction is a mental operation based on abstraction from non-essential features of objects, phenomena and highlighting the main, main thing in them. Generalization is the union of many objects or phenomena according to some common feature. Concretization is the movement of thought from the general to the particular.
There are specific forms of thinking: the concept of inference analogy judgment
A concept is a reflection in the human mind of the general and essential properties of an object or phenomenon. Judgment is the main form of thinking, in the process of which the connections between objects and phenomena of reality are affirmed or reflected. Inference is the selection of a new judgment from one or more judgments. There are inductive, deductive, and analogical inferences. An analogy is such a conclusion in which a conclusion is made on the basis of a partial similarity between phenomena, without a sufficient study of all conditions.
In psychology, there are several classifications of thinking. According to the content of thinking, there are: concrete-effective thinking in practical activity; visual-figurative thinking based on images of perception or images of representation, abstract thinking based on abstract concepts and reasoning. By the nature of the tasks to be solved, they distinguish: practical thinking aimed at solving problems that arise in the course of practical activities; theoretical thinking aimed at solving theoretical problems that are only indirectly related to practice. According to the degree of novelty and originality, they distinguish: reproductive (template), reproducing thinking; creative (productive) thinking, in which a problem is solved, a new strategy is developed, something new is discovered.
Let's consider three types of thinking:
Practical-effective thinking is characterized by the fact that here the mental task is solved directly in the process of activity. From this type begins the development of thinking in syntogenesis, i.e., initially the child (person) solves problems by directly acting with the object.
However, it would be wrong to think that practical thinking is a primitive form of thinking. This kind of thinking is necessary and indispensable in those cases when it is the most expedient to solve a mental problem directly in the process of practical activity. For example, it is unlikely that any of us, having approached the door of his apartment, will insert the key and, making sure that the key cannot immediately open the lock, he takes out the key and begins to talk about possible options for entering the apartment. Usually we act differently: we try to advance the key to different depths, turn it in different directions, press or pull the door, i.e. we try to solve the problem by practically acting, practically testing the successively put forward hypotheses.
Visual-figurative thinking is characterized by the fact that here the content of the mental task is based on figurative material. The value of visual-figurative thinking is that it allows a person to reflect objective reality in a multifaceted and diverse way. A feature of verbal-logical thinking is that the problem is solved in a verbal (verbal) form, with the help of a word a person not only designates, but also generalizes various figurative material, practical actions. However, the word can never exhaust its richness of the image, to convey in its entirety the practical actions of a person. It is possible to compose a very good story about a piece of music, but this will never provide a complete transmission of everything that makes up the musical image.
In practical mental activity, all types of thinking are inextricably linked. The individual features of thinking in different people are manifested, first of all, in the fact that they have a different ratio of types and forms of mental activity (practical-effective, visual-figurative, verbal - logical thinking). The individual features of thinking also include the qualities of cognitive activity (qualities of the mind): depth, breadth, flexibility, stability, awareness, criticality, independence. .
The depth of thinking is determined by the degree of penetration into the essence of the phenomenon. The breadth of the mind is the ability to attract knowledge from various fields to solve a problem. The flexibility of the mind (thinking) lies in the ability to change the previously outlined plan for solving the problem. Stability is manifested in the orientation to the totality of previously identified significant features, to already known patterns.
The awareness of mental activity is determined by the ability to express in a word both the result of the work (essential features, concepts, patterns, etc.), and those methods, techniques by which this result was found. The criticality of the mind is characterized by a person's ability to correctly assess the conditions and their own activities, take a certain position, objectively evaluate the hypotheses put forward and the results of their verification, etc. The basis for the development of critical thinking is the deep knowledge and experience of a person.
Independence of thinking (mind) is one of the main qualities of the mind, which is manifested in the ability to see and pose a new question, a new problem and then solve them on their own. The creative nature of thinking is clearly expressed in independence.
WAYS OF THINKING: INDUCTION DEDUCT
Induction is a way of thinking in which an inference goes from single facts to a general conclusion. Deduction is a way of thinking carried out in the reverse order of induction. Thinking develops from constant transitions from the general to the particular, and from the particular to the general, that is, on the basis of the relationship of induction and deduction.
Thinking motives are of two types: 1) specifically cognitive; 2) not specific. In the first case, the motivators and driving forces in mental activity are interests and motives, in which cognitive needs are manifested (curiosity, etc.). In the second case, thinking begins under the influence of more or less external causes, and not in purely cognitive interests. For example, a student may start preparing lessons, solving a problem, thinking about it not out of a desire to learn and discover something new, but only because he is afraid to fall behind his comrades, etc.
But whatever the initial motivation of thinking, as it is carried out, proper cognitive motives begin to act. It often happens that a student sits down to study lessons only when forced by adults, but in the process of learning he also develops purely cognitive interests in what he does, reads, and decides. Thus, a person begins to think under the influence of certain needs, and in the course of his mental activity, ever deeper and stronger cognitive needs arise and develop.
Thinking is purposeful. The need for thinking arises, first of all, when in the course of life and practice a new goal, a new problem, new circumstances and conditions of life appear before a person. By its very essence, thinking is necessary only in those situations in which these new goals arise, and the old, old means and methods of activity are not sufficient (although necessary) to achieve them. Such situations are called problematic. With the help of mental activity, originating in a problem situation, it is possible to create, discover, find, invent new ways and means to achieve goals and satisfy needs. Thinking is the search and discovery of the new. In those cases where you can get by with old, already known methods of action, previous knowledge and skills, a problematic situation does not arise and therefore thinking is simply not required.
Thinking activity is necessary not only for solving already set, formulated tasks. It is also necessary for the very formulation of the problem, for identifying and understanding new problems. Often, finding and posing a problem requires even more mental effort than its subsequent resolution. Thinking is necessary for the assimilation of knowledge, for understanding the text in the process of reading, and in many other cases. Although thinking is not limited to solving problems, it is best to form it in the course of solving them.
A necessary condition for the full assimilation of knowledge is the reliance on the active mental activity of students. To this end, psychology and pedagogy have developed a number of methods for activating the mental activity of students in the process of mastering knowledge. They are very diverse and affect different aspects of the organization of students' activities in the lesson. Let's consider some methods of activation of mental activity.
In order to activate the thought processes of students when they master educational knowledge, it is very effective to use the method of comparison, which increases the activity of students' thoughts, the quality of their knowledge. For a strong assimilation and memorization of the material, such a method of activating the cognitive activity of students as visibility and illustration is widely used: a story-talk on a picture, drawing, political caricature, comparison of pictures, drawings, diagrams, diagrams, display of transparencies, cinema, etc.
Visualization by itself does not determine a high level of assimilation. This requires a close relationship between the processes of perception and the processes of thinking. The task of the teacher is to organize the students' active perception of the objects and phenomena being demonstrated. Questions, assignments, verbal explanations of the teacher play an important role in this.
Independent work of students in the classroom is a common method of enhancing mental activity. Setting mental tasks for students, the purpose of which is to independently obtain an answer to the question posed, activates their thinking to the maximum, encourages them to compare facts, formulate rules, definitions. The activity of comprehending the acquired material contributes to its strong memorization.
An important role in the educational process for enhancing cognitive activity and involuntary memorization of material is played by a problem situation, i.e., a situation where the student cannot solve the task assigned to him using the methods of action and knowledge known to him. In this case, a cognitive need arises, which creates internal conditions for the assimilation of new material.
One of the most important teaching methods and means of enhancing the cognitive activity of students in the classroom is a heuristic conversation, taking place in the form of a dialogue, a lively exchange of thoughts. Answering questions, students draw certain conclusions, generalizations, express their thoughts in speech and actions, and actively work. Heuristic conversation activates the memory and thinking of students. Each question makes them think, recall, reproduce knowledge.
Experienced teachers highly appreciate the psychological and pedagogical significance of such a method of activating mental activity as setting the goal of the lesson for students. This technique has a general activating value. Its main meaning is that, knowing the purpose of the lesson, the students mentally correlate with it the positions, examples, and conclusions reported by the teacher. The psychological meaning of the method of linking the studied material with the life experience of students, with the surrounding reality, theory with practice and practice with theory is similar. The studied material is thus included in the system of knowledge already available to students.
The activation of mental activity is also achieved by using a technique based on the development and application of reference circuits and reference signals. With the help of this technique, the main content of the digestible material is revealed. Significant opportunities in the development of thinking contains problem-based learning. By posing problems, problem questions or problem situations, the teacher creates certain organizational conditions for enhancing the mental activity of students, stimulating the search for missing knowledge to resolve the cognitive contradiction. There are three most effective ways of organizing problem-based learning: problem-based presentation, exploratory conversation, independent and research activities of students.
All these methods of activating the mental activity of students contribute to the development of their thinking, imagination, creative abilities, worldview and personality, and are a necessary and important condition for the rapid and effective acquisition of knowledge. Ways to activate mental activity are a necessary tool in the work of a teacher, aimed at ensuring that each student firmly masters the program knowledge, skills and abilities. In modern conditions, when the amount of knowledge, skills and abilities necessary for each person is very large and constantly increasing, the active mental activity of students becomes the most important, fundamental condition for their assimilation.
"Logical thinking" - Game technologies. There are 15 roses in three bouquets. A kind of thinking carried out with the help of logical operations. Thinking. direction of the game. Intellectual marathon. Using the game: Logic tasks. How many roses are in each bouquet? Types of thinking. In the first and second together 8 roses, and in the second and third together 12 roses.
"Thinking" - The Theory of Mental Models (F. Johnson-Laird). 4. According to the availability of funds: - Creative and reproductive tasks. Two definitions of thinking: In a broad and narrow sense (V. Petukhov). Separate classifications: a) Motor (active), graphic (figurative) and propositional (verbal) tasks (J. Problem - a problem situation with insufficiently identified conditions and an indefinite goal.
Thinking Training - National Committee on Educational Challenges USA. Critical thinking. And they die before they even start. How are decisions made? The need for critical thinking skills. Definition of critical thinking. The decisions we make will affect the lives of future generations. Materials for the training "Critical thinking and cooperation".
"Judgment as a form of thinking" - It is not true that all cats are gray. If you are afraid of the wolf, then you will not go into the forest. Cabbage butterflies are white or yellow. Judgment as a form of thinking. All fish can swim. Affirmative All… Particularly negative Some not… Complicated. Types of simple judgments. Complex judgments. They are built with the help of connectives "AND" "OR" "IF ... THEN ..." "INCORRECT THAT ...".
"Development of critical thinking" - Techniques for developing forecasting skills. Memorization. "Two-part diary". The argument of one group is the counterargument of the other. What for? Simple question. Aquarium. Students can move to another corner. Why "6 W". Confusing logical chains. Visual forms of organizing the study of the material. Types of intellectual activity that cannot be called critical.
"Attention memory speech thinking" - According to the degree of novelty and originality. "Practitioner". Lecture No. 4 Thinking and speech. Perception properties: Auditory. An illusion is an incorrect, distorted perception. General idea of memory. Lecture #5 Imagination: Proprioceptive. By form. degree of reflection. Functions and forms of expression of imagination. Grammar in the development of a child's speech is somewhat ahead of logic.
- Thinking. General characteristics of thinking.
- Classification of types of thinking on various grounds.
- Basic functions of thinking.
- mental operations.
- Logical forms of thinking.
- Types of thinking.
- Thinking is a socially conditioned mental process, inextricably linked with speech, of searching for and discovering an essentially new, mediated and generalized reflection of reality in the course of its analysis and synthesis. Thinking arises on the basis of practical activity from sensory cognition and goes far beyond its limits.).
- Basic functions of thinking
- Establishing global relationships.
- Understanding the essence of a particular phenomenon as a variety of a certain class of phenomena.
- Generalization of the properties of a homogeneous group of phenomena, etc.
- mental operations
- In psychology, the following operations of thinking are distinguished: analysis, synthesis, generalization, comparison, classification (systematization), abstraction, concretization. With the help of these operations of thinking, penetration into the depths of a particular problem facing a person is carried out, the properties of the elements that make up this problem are considered, and a solution to the problem is found.
- Analysis is a mental operation of dividing a complex object into its constituent parts. Analysis is the selection in an object of one or another of its aspects, elements, relationships, relationships, etc. The analysis reveals the most significant features. The analysis helps the investigator to single out from the testimony the most essential, the most necessary.
- Synthesis is a mental operation that allows one to move from parts to the whole in a single analytical-synthetic process of thinking. Analysis and synthesis usually act in unity. They are inseparable, they cannot exist without each other: analysis, as a rule, is carried out simultaneously with synthesis, and vice versa. Analysis and synthesis are always interconnected.
- Comparison is a mental operation that reveals the identity and difference of phenomena and their properties, allowing the classification of phenomena and their generalization.
- Generalization is a mental operation that allows you to mentally combine objects and phenomena according to their common and essential features. Generalization can be carried out at two levels. The first, elementary level is the combination of similar objects according to external features (generalization). But of great cognitive value is the generalization of the second, higher level, when essential common features are distinguished in a group of objects and phenomena.
- Abstraction is a mental operation of reflecting individual, in some respects, properties of phenomena that are significant.
- In the process of abstraction, a person, as it were, "clears" the object from side features that make it difficult to study it in a certain direction, correct scientific abstractions reflect reality deeper and more fully than direct impressions. On the basis of generalization and abstraction, classification and concretization are carried out.
- Classification is a grouping of objects according to essential features. In contrast to classification, which should be based on features that are significant in some respect, systematization sometimes allows the choice of features that are insignificant (for example, in alphabetical catalogs), but operationally convenient, as the basis.
- Concretization is a mental operation of cognition of an integral object in the totality of its essential relationships, a theoretical reconstruction of an integral object. Concretization is the opposite process of abstraction. In concrete representations, we do not seek to abstract ourselves from the various features or properties of objects and phenomena, but on the contrary, we strive to imagine these objects in all the variety of properties and features, in close combination of some features with others.
- Logical forms of thinking
- In psychological science, there are such specific forms of thinking as concepts, judgments, and conclusions.
- A concept is a reflection in the human mind of the general and essential properties of an object or phenomenon.
- A concept is a form of thinking that reflects the singular and particular, which is at the same time universal. The concept acts both as a form of thinking and as a special mental action.
- Concepts can be general and singular, concrete and abstract, theoretical and empirical.
- The general concept covers a whole class of homogeneous objects or phenomena that bear the same name.
- A single concept is a concept that reflects the features inherent only in a separate object or phenomenon. Single concepts are a collection of knowledge about any one subject, but at the same time reflect properties that can be covered by another, more general concept.
- A specific concept is a concept that is easy to identify, represent, form and classify.
- An abstract concept is a concept that is difficult to identify, represent, classify.
- A theoretical concept is a concept, the specific content of which is the objective connection between the universal and the individual (holistic and different).
- The empirical concept fixes the same items in each separate class of items on the basis of comparison.
- Concepts are formed in socio-historical experience. A person assimilates a system of concepts in the process of life and activity.
- Judgment is the main form of thinking, in the process of which connections between objects and phenomena of reality are affirmed or denied.
- Judgments are formed in two ways:
- directly, when they express what is perceived;
- indirectly - through inference or reasoning.
- Judgments can be true or false, general, particular and singular.
- A true judgment is an objectively correct judgment.
- A false judgment is a judgment that does not correspond to reality.
- A general judgment is an affirmation of something (or a denial) regarding all objects of a given group, a given class.
- A private judgment is an affirmation or negation that applies not to all, but only to some objects.
- Singular proposition - a statement or negation that refers to only one subject.
- Inference is a form of thinking in which a certain conclusion is drawn on the basis of several judgments. There are inductive, deductive, and analogical inferences.
- Deductive reasoning is a reasoning in which reasoning is carried out from general facts to a single conclusion.
- Inductive reasoning is a reasoning in which reasoning proceeds from single facts to a general conclusion.
- Inference by analogy is such a conclusion in which a conclusion is made on the basis of partial similarities between phenomena, without sufficient examination of all conditions.
- Types of thinking
- There are different types of thinking.
- Visual-effective thinking is an elementary type of thinking that arises in practical activities and is the basis for the formation of more complex types of thinking. The main characteristic of visual-effective thinking is determined by the ability to observe real objects and learn the relationship between them in the real transformation of the situation.
- Visual-figurative thinking is a type of thinking characterized by reliance on representations and images. Mastering visual-figurative representations expands the scope of practical thinking.
- Abstract-logical thinking is a type of thinking based on highlighting the essential properties and relationships of an object and abstracting from others that are not essential.
- Verbal-logical thinking is a type of thinking carried out with the help of logical operations with concepts. In verbal-logical thinking, using logical concepts, the subject can learn the essential patterns and unobservable relationships of the reality under study. The development of verbal-logical thinking rebuilds and streamlines the world of figurative representations and practical actions.
- Theoretical thinking is aimed at solving theoretical problems indirectly related to practice.
- Practical thinking is aimed at solving theoretical problems that arise in the course of practical activities.
- Discursive thinking is carried out through logical conclusions, leading to an understanding of the basic principle, regularity.
- Intuitive thinking is carried out as a direct "grasping" of the situation, finding a solution without realizing the ways and conditions for obtaining it.
- Reproductive or template thinking is reproducing thinking.
- Productive, or creative, thinking is thinking that develops a new strategy, an original way of solving a problem.
- Individual features and
- Qualities of thinking
- Depth. It manifests itself in the degree of penetration into the essence of the phenomenon, process.
- Independence. It is expressed in the ability to see a new problem, raise a new question and then solve problems on their own. The creative nature of thinking is most clearly expressed in its independence.
- Flexibility. It manifests itself in the ability to change the planned action plan if it does not satisfy the conditions that are discovered in the course of solving the problem.
- criticality. It reflects the ability of a person to correctly assess both objective conditions and his own activity and, if necessary, abandon the chosen path and find a method of action that best meets the conditions of activity.
- Rapidity. Manifested in the ability to find the right, reasonable decisions and implement them in the face of time pressure
- Bibliography
- Gamezo M.V., Domashenko I.A. Atlas of Psychology: Inform.-Method. Manual for the course "Human Psychology": - M .: Ped. Society of Russia, 1999. - 397 p.
- Zeer E.F. Psychology of vocational education: Proc. allowance. - Yekaterinburg: Ural Publishing House. state prof.-ped. un-ta, 2000. - 244 p.
- Zeer E.F. Psychology of professions: Proc. allowance. - Yekaterinburg, Ural Publishing House. state prof.-ped. un-ta, 1997. – 244 p.
- Klimov E.A. Psychology of professional self-determination: Proc. allowance for universities. - R n / D: Phoenix, 1996. - 512 p.
- Nemov R.S. Psychology: Proc. for stud. higher ped. textbook establishments. In 3 books. 4th ed. – M.: Humanit. ed. center VLADOS, 2002. - Book 1: General foundations of psychology - 688 p.
- Nemov R.S. Psychology: Proc. for stud. higher ped. textbook establishments. In 3 books. 4th ed. – M.: Humanit. ed. Center VLADOS, 2002. - Book 2: Psychology of Education - 496 p.
- Petrovsky A.V., Yaroshevsky M.G. Psychology. Textbook for universities. - M.: Publishing House. Center "Academy", 2000. -512 p.
- 8. Glukhanyuk N.S., Semenova S.L., Pecherkina A.A. General psychology: Textbook for universities. M.: Academic project; Yekaterinburg: Delovaya kniga, 2005. 368 p.
slide 1
Determining the type of thinking
slide 2
The main features inherent in the thinking of talented people
productivity originality curiosity courage
slide 3
Productivity is the number of new ideas a person has, the ability to quickly switch from one thought to another and use the information received in various contexts.
slide 4
Originality is the ability to generate non-standard ideas, manifested in paradoxical, unexpected solutions, as well as in expressing the results obtained in an extraordinary form.
slide 5
Curiosity is an interest in everything new and the ability to be surprised. Thinking begins with questions. All discoveries are made thanks to the question "How?" and why?".
slide 6
Courage is the ability to make decisions in a situation of uncertainty, not be afraid of one's own conclusions and bring them to the end, risking personal success and reputation. The famous physicist P.L. Kapitsa noted that the main feature of a scientist is not erudition, but imagination and courage.
Slide 7
Types of thinking
Subject - effective (P - D) Abstract - symbolic (A - C) Verbal - logical (S - L) Visual - figurative (N - O)
Slide 8
Object-effective thinking (P-D)
This kind of thinking is characteristic of business people. They usually say about them: "Golden hands!". They absorb information better through movement. They have good coordination of movements. Their hands created the entire objective world around us. They drive cars, stand at machines, assemble computers. Without them, it is impossible to realize the most brilliant idea. Many outstanding athletes and dancers have this mindset as well.
Slide 9
Abstract-symbolic thinking (A-C)
It is possessed by many people of science: physicists, mathematicians, economists, programmers, analysts. People with this type of thinking can assimilate information through mathematical codes, formulas and operations that cannot be touched or imagined. Thanks to the peculiarities of such thinking, many discoveries have been made on the basis of hypotheses in all fields of science.
Slide 10
Verbal - logical thinking (S-L)
Distinguishes people with a pronounced verbal intelligence. Thanks to the developed verbal and logical thinking, a scientist, teacher, translator, writer, philologist, journalist can formulate their thoughts and convey them to people. This skill is necessary for leaders, politicians and public figures.
slide 11
Visual - figurative thinking (N-O)
It is possessed by people with an artistic mindset, who can imagine both what was, and what will be, and what never was and never will be - artists, poets, writers, directors must have developed visual-imaginative thinking.
slide 12
In their pure form, these types of thinking are rare. Most people have one or two types of thinking. Many professions require a combination of different types of thinking, for example, for a psychologist. Such thinking is called synthetic.
slide 13
Creativity
Creativity is the ability to think creatively, to find non-standard solutions to a problem. Creativity can be possessed by a person with any type of thinking. This is a rare and irreplaceable quality that distinguishes talented and successful people in any field of activity.
Slide 14
Test for determining the type of thinking
slide 15
Read the statements. If you agree with the statement, put a plus in the answer sheet; if you disagree, put a minus. Count the number of pluses in each of the five columns and write the resulting number in the empty bottom cell of the form. Each column corresponds to a certain type of thinking. The number of points in each column indicates the level of its development (0-2 - low, 3-5 - medium, 6-8 - high).
slide 16
It is easier for me to do something myself than to explain it to someone else. I am interested in writing computer programs. I like to read books. I like painting, sculpture, architecture. Even in a well-established business, I try to improve something.
Slide 17
I understand better if they explain to me on objects or drawings. I love playing chess. I can easily express my thoughts both orally and in writing. When I read a book, I clearly see its characters and the events described. I prefer to plan my own work.
Slide 18
I like to do everything by hand. As a child, I created my own cipher for correspondence with friends. I attach great importance to the spoken word. Familiar melodies evoke certain pictures in my head. A variety of hobbies make a person's life richer and brighter.
Slide 19
When solving problems, I find it easier to go by trial and error. I am interested in understanding the nature of physical phenomena. I am interested in the work of a TV and radio program host, a journalist. It is easy for me to imagine an object or an animal that does not exist in nature. I like the process of activity more than the result itself.