THE IMAGE CONSTRUCTION IN THE PROCESS OF SENIOR PUPILS’ CREATIVE THINKING IN THE CONDITIONS OF INFORMATION COMPLICATIONS

The classification of types of thinking is considered. The contradictions regarding the interpretation of such a stage of the creative process as incubation in the coordinate system of various creative tasks solving are analyzed. In particular, the differences that occur in solving problems of divergent thinking and insight problems are compared. Emphasis is placed on the results of the neural network modeling features study, which allow us to successfully predict the probability of creative tasks solving by the parameters of the subjects' brain structures activity, in particular the manifestations of the phenomenon of insight. According to the results of the study of the productivity of thinking in people with different levels of intellectual development, the levels of the perceived object images characteristics are distinguished. The definition of the structurally comparable theory of problem solving by analogy is given. The advantages of the model of productive analogy and the results of its empirical verification are substantiated. Emphasis is placed on the main task of the psyche – to ensure its implementation, which involves the construction of temporary functional organs to overcome information uncertainty. The diagnostic and activating potential of free design tasks is considered. The role of an adequate picture of reality for the successful solution of the subject of the actual problem, in particular, the accuracy of the images built in the process of activity; transformation of images as a result of analogy, combination, reconstruction in accordance with the given conditions of the problem and the transformation of the creative tools of the subject in the direction of acquiring the signs of appropriate system. Peculiarities and tendencies in the dynamics of image transformation in the solution of creative tasks by senior pupils in the conditions of informational complications are established. The stages of the experimental task solving are described. The typology of constructive activity of the studied in the construction of the desired idea is determined. The ratio of the number of developed structures at each stage of the experimental task in relation to the types of structural activity is analyzed. The types of response of the respondents to the introduction of complex information conditions were established: the dominant tendency was to reduce the number of developed ideas, although against the background of a similar number of respondents whose reaction to the introduction of new conditions was indifferent.