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6Теоретичш дослщження у психологп. Том 20 • 2024
42
S. V. Malanov From action analysis to the theory of thinking
Автор
Annotation. In psychology, the spontaneously formed hypothesis about the existence of special thinking processes as intraorganismal (intracerebral) processes continues to prevail. Such hypothetical processes, in turn, are attempted to be explained on the basis of modeling the processes of "extracting and processing information." There is an alternative approach. When, in the operational composition of objective actions, methods of establishing interdisciplinary relations and connections are abstracted with subsequent analysis of the transfer of such methods to new objective conditions (generalization processes), then phenomena and facts that are traditionally attributed to the processes (functions) of thinking are explained. It is shown how "thinking processes" are built between the organism and the objective conditions of the environment (the surrounding world), to which objective activity is selectively directed. Physiological and neurophysiological functions are adjusted to new methods of objective activity. At the same time, the formation and development of mental actions, as well as mastering various ways of establishing relationships and connections in their composition, are inextricably linked with mastering the ways of using linguistic and sign-symbolic means.
Keywords', thinking, generalizations, interdisciplinary connections and relationships, sign-symbolic means, subject-related practical and mental actions.
Citation: Malanov S. V. From action analysis to the theory of thinking. Теоретичш до^дження у психологи: монографiчна серiя. Том 20. 2024. С. 42-59. doi: 10.24412/2616-6860-2024-1-42-59.
When defining and analyzing thinking as a mental function or mental process in the history of psychology, there was a tendency to place it inside the body, and with the development of neurophysiology and "cognitive science" - inside the brain. This approach is based on hypotheses about various mental processes/functions that are latently actualized and occurring within the body, between which, in turn, they often try to establish hypothetical connections.
The fallacy of such ideas was substantiated in the works of Soviet psychologists in the first half of the twentieth century. So L.S. Vygotsky brought the reasons for the formation and development of higher mental functions (HMF) from intraorganismal (intracerebral) processes to the external world of the child's interactions with people and objects of human culture ( Vygotsky , 1982). Subsequently, A.N. Leontiev showed that, on the one hand, the psyche of all living organisms should be isolated and analyzed as part of the interactions between the organism and the environment. And on the other hand, that mental processes / functions / properties are only hypothetical abstractions that are identified as a result of the analysis of the objective activity of living organisms - the analysis of purposeful actions as part of the implemented areas of life activity -"activities" (Leontyev, 1965; 2000). Thus, if purposefulness
and selectivity were highlighted in behavior, then the term "attention" was used, which was considered as an independent mental process or function. If the functions of the senses were abstracted and analyzed as part of the actions, then the terms "perception/sensations" were used; if, as part of the objective activity, techniques and ways of establishing intersubject relations and connections were highlighted, then the term "thinking" was used, etc. Such abstractions were endowed with an independent ontology and became the subject of research as hypothetical intraorganismal processes and functions that ensure the construction of images, ideas, and concepts. Note that the number of such abstractions can potentially grow indefinitely.
In the works of A.N. Leontiev laid the foundations for identifying mental processes between the body and the objective conditions of the environment (the surrounding world) as a selective organization of purposeful actions based on sensitivity, allowing one to isolate and examine the objective environment. As a result, a revision of all the theoretical foundations on which traditional psychology was built was required. Firstly, it became clear that it is not physiological and neurophysiological processes within the body that generate and determine the psyche, but on the contrary, intraorganismal physiological (and
neurophysiological) processes ("the assimilation hypothesis" by A. N. Leontyev). Secondly, the initial mental phenomena acquired a clear subject-matter as the initial methods of examining the environment and ways of organizing the executive components of actions (behavior), empirically recorded in different species of living organisms. It is precisely this path of analysis that allows P.Ya. Galperin to highlight the indicative basis of the purposeful activity of organisms as a subject of psychological research (Leontyev, 1965; Galperin, 1998, 2002).
The proposed alternative way of analyzing mental processes and Amotions was led by A.N. Leontyeva, A.V. Zaporozhets and P.Ya. Galperin and a number of other Soviet psychologists to revise the well-known opposition between the content of the concepts "objective action" and "mental process (mental function)." It was shown that it is not hypothetical intraorganismal mental processes/functions that underlie the organization of objective actions, but, on the contrary, the improving operations of orientation, planning, execution, control and correction as part of objective actions underlie the content and structure of hypothetically identified mental processes/functions ( Zaporozhets, 2000; Galperin, 1998; Malanov, 2018). Note that if the first position was implicitly preserved in the theoretical works of L.S.
Vygotsky , L.S. Rubinstein and other Soviet psychologists, the second was built in a later period of time ( Vygotsky , 1982; Rubinstein, 2008; Interview with A.N. Leontiev, 2013). These two opposing positions still give rise to discussions, for example, about the subject of psychology research between supporters of S.L. Rubinstein and supporters of A.N. Leontyev.
Thus, a new way of analyzing mental phenomena led Soviet psychology both to a new original definition of the subject of psychology and to new ways of studying mental phenomena. It has been shown that mental processes in phylogenesis, anthropogenesis, and ontogenesis are initially built between the organism and the objective conditions of the environment/surrounding world, to which objective activity is selectively directed (Leontyev, 1965; Ivannikov, 2010; Rubinstein, 2008; Surmava , 2012; Malanov, 2019a). In turn, when, in the analysis of actions, the ways in which a subject establishes interdisciplinary relationships and connections are abstracted, followed by an analysis of the transfer of such methods to new subject conditions (generalization processes), then all those phenomena and facts that are traditionally attributed to the processes/functions ofthinking are explained . Such abstraction in the analysis of objective-practical actions underlies the identification of visual-effective and visual-figurative types of thinking, and in the analysis of
mental actions - the identification of figurative and conceptual types of thinking.
The main direction of explaining facts and phenomena that are associated with thinking is the analysis of indicative and research operations differentiated in the composition of practical actions, ensuring the establishment and identification of interdisciplinary relations and connections . Mastery of such operations as part of objective-practical actions is most noticeable in children in early childhood and preschool age. So in the works of A.V. Zaporozhets showed how children master executive and orienting operations that ensure the establishment of interdisciplinary relationships and connections with their subsequent transfer to new subject conditions. The range of such ways of establishing relationships and connections is very wide: from spatio-temporal relationships that need to be taken into account to achieve the intended goals - to relationships and connections: a) between various objects and their properties; b) in interpersonal relationships and interactions with people; c) between emerging motivational relationships and goals, etc.
First, in actions organized and performed jointly with adults, the child masters ways of organizing and performing relatively simple practical manipulative actions with various objects, as well as ways of using simple household
tools. The subsequent formation and development of independently organized and performed objective actions in children in early childhood represent transitions from the mastery of actions that are determined by the directly perceived objective properties of objects: a) to ways of establishing interdisciplinary relationships and connections between objects; b) to actions with objects and objective properties of objects, which are interconnected by the logic of time-deployed methods of obtaining preplanned results (Zaporozhets, 2000; Malanov, 2017).
The development of skills to establish generalized interdisciplinary relationships and connections as part of practical and emerging mental actions in children in early childhood and preschool age in Soviet psychology was one of the central lines of research on cognitive development.
At the age of early childhood (1-3 years), the leading type of activity is object-manipulative actions (object play), in which the child masters both socially developed methods of goal setting and methods of organizing practical actions with objects of human culture, as well as methods of using tools. , linguistic and sign-symbolic means.
In the formation of human forms of thinking (the ability to establish relationships and connections in the functional / operational composition of various actions), the most
important factor is mastery of tools and generalization of ways to use them :
1. Initially, the movements of the child's hand and body, as well as the intraorganismal physiological processes that ensure such movements, are adjusted to the logic of the movements of the tools, which ensure changes and transformations of the objective properties of objects. In this case, kinesthetic sensitivity gradually shifts to the functional part of the tool. The child masters tool operations and actions performed with the help of tools in relation to certain objective properties of objects.
2 . Instrumental executive operations are separated from the material properties of specific instruments that the child uses. The child develops the ability to imitate weapon operations and transfer them to other objects. This serves as one of the factors in the development of imitative play actions and motor concepts.
Thus, mastering the operational composition of instrumental actions in early childhood and preschool age leads to the development of thinking - mastering various ways of establishing interdisciplinary connections and relationships. With the help of tools, the child generalizes and records ways to establish interdisciplinary relationships and connections : a ) between the weapon and objects; b) between objectively directed movements of a tool and
movements of the body that adapt to the way the tool is used. As a result of instrumental actions, the following are distinguished: a ) properties of instrumental means and properties of objects; d) operations and actions that are assigned to a tool during its use (Galperin, 1998; Zaporozhets, 2000; Bernstein, 1997).
The second most important direction in the formation and development of human ways of establishing interdisciplinary relationships and connections (thinking) in early childhood and preschool age is mastering the ways of using linguistic and sign-symbolic means . The patterns of formation and development of such abilities suggest a number of main stages, the number of which can be increased if a more consistent analysis is carried out:
1. In joint interactions with adults, the child's orientation is directed towards verbally designated and identified subject conditions and methods of performing subject-related practical actions. With the help of verbal instructions, goals, methods of orientation in subject conditions, methods of planning the achievement of goals, executive operations, control and correction operations are selectively identified as part of various actions. In such interactions, the child learns to establish relationships and connections between various types of lexical means and syntactic constructions, on the one hand, and, on the other
hand, the corresponding allocated/designated objects, processes and objective actions, as well as their properties -masters the subject relatedness of lexical and syntactic means . The child's orienting and executive operations, verbally organized and directed by adults, begin to correspond to the characteristics of objective situations and possible actions in such situations. Actions appear that are organized and performed according to the verbal instructions of adults.
Children's mastery of ways to use language as part of objective actions organized by adults with the help of verbal instructions becomes the most important line of development of the ability to establish various connections and relationships as part of practical and emerging mental actions - the development of human forms of thinking organized with the help of linguistic (sign-symbolic) means.
2. With the help of verbal instructions, the child begins to independently organize the actions of other people, and then his own voluntary actions, relying on "egocentric speech." The child's desire to independently organize and perform various subject-specific and practical actions is the main factor in the "crisis of three years of age" ( Vygotsky , Luria , 1993; Elkonin , 2001).
3. By the age of three, in accordance with the verbal instructions of adults, the child's indicative operations
begin to be updated, and in the absence of specific subject conditions, the child masters human skills with the help of linguistic means to update the indicative basis of possible actions in possible subject conditions with possible (imaginable) objects. After three years, such skills become noticeable, since children develop abilities for supra-situational forms of communication - the mutual exchange of mental actions (the indicative basis of possible actions in possible situations), which are organized with the help of verbal instructions.
4. In preschool age, there is a rapid development of the ability to use linguistic means to update ideas and possible mental actions in other people, and then in oneself. The child's independent organization of his own mental actions is first built on the basis of "external, egocentric" speech, and then begins to rely on hidden articulatory movements - "internal" speech (Sokolov, 1967; Verani , 2010). At the same time, at first the content of such mental actions cannot be voluntarily regulated and directed by the child, and in psychological and pedagogical literature it is highlighted as phenomena of the spontaneous development of children's imagination. The formation of purposefulness, arbitrariness and partial awareness of mental actions is observed by the age of 7-8, when the child gradually begins to subordinate updated methods of orientation and
execution as part of mental actions to the achievement of mentally set goals. The emerging purposefulness and arbitrariness of mental actions is one of the necessary conditions for the child's readiness to be included in educational activities.
The formation and development in preschool age of mental forms of orientation-research operations ensures the division of actions: a) into generalizedpreliminary orientation , which is transformed into mental forms of automated operations and actions; b) on executive operations , which are converted into motor-executive skills.
As a result, it becomes possible to quickly transfer abstracted and generalized mental operations and actions, as well as motor-executive skills, to new subject conditions. It becomes possible, as part of mental actions, to establish many different relationships and connections between the operations of orientation, planning, execution, control and correction. At the same time, the search and establishment / construction of new interdisciplinary relationships and connections can become an independent goal of mental actions.
Thus, in preschool age, a child masters generalized ways of establishing various interdisciplinary relationships and connections mediated by speech (linguistic means) -generalizations . This is exactly how generalizations being
constructed were highlighted in the works of L.S. Vygotsky as pre-conceptual types of generalizations :
1) " Syncrets" - subject conditions and relationships and connections between them fixed with the help of a word are generalized without a clear basis based on a random impression, emotional-evaluative similarity, proximity, brightness, etc.
2) " Complexes " - objects fixed with the help of words are generalized according to real factual relations and connections in different subject-practical situations. At the same time, there is a constant change in the grounds for combining (generalizing) objects and phenomena - a slippage from some features (bases of generalization) to other features.
3) " Pseudo-concepts " ("everyday" concepts) - objects identified with the help of words are combined on the basis of everyday ("everyday") experience of organizing objective actions and the experience of direct perception. Such generalizations largely coincide with empirical concepts in terms of subject relevance, but differ in the composition of operations leading to generalization. Pseudoconcepts are built on the basis of generalization and recording, using linguistic means, of the characteristics of objects and phenomena through the direct sensory correlation of words with objects in real situations. Therefore, the primary form
of supra-situational (abstract) thinking is not concepts, but the spontaneous establishment of relationships and connections between the representations of objects and phenomena ( Vygotsky , 1982, Palagina, 1997).
Another important line of development in preschoolers of the ability to establish interdisciplinary relationships and connections (thinking) is presented in the works of D.B. Elkonin , where the indicative basis of actions, built as part of gaming activities, is analyzed. The ways of establishing interdisciplinary relationships and connections that are necessary for inclusion in interpersonal and social interactions are highlighted. At the same time, the origin (genesis) of those phenomena and facts that are recorded and generalized in the concepts of "social" and "emotional intelligence" in various theoretical typologies is explained.
A newborn child lacks both motivational relationships (motives) for inclusion in social types of human activity and human methods of goal setting, and the ability to independently master methods of organizing complexly mediated human actions. The need for children to master human motivational relationships and the ability to navigate the system of interpersonal and social relations, as well as as part ofvarious types of social activities, is a prerequisite for the emergence of both gaming and educational activities.
As units in the composition of role-playing games, one can distinguish the role positions of a person (group of people) in the system of interpersonal or social relations. In role-playing games, children master such ways of establishing relationships and connections (ways of thinking) that provide orientation and organization of interpersonal relationships in two parallel plans: a) real direct relationships of children with each other; b) conditional gaming relationships in accordance with roles and social positions corresponding to the plot of the games. By occupying conditional role positions in plot-game actions, the child masters: a) motivational and semantic orientation in the social meaning of human activities and actions; b) indicative basis (operational and technical composition) of various ways of inclusion in interpersonal and social relations ( Elkonin , 2001; Smirnova, 1998; Ivannikov, 2010).
At the same time, as part of play actions, the child also masters ways of establishing all kinds of relationships and connections between: a) play objects and their properties; b) between game objects that perform the functions of sign-symbolic means, and mental actions constructed with their help (possible ways of orientation in possible situations when organizing possible actions). Such mental actions
underlie the phenomenology of the preschooler's imagination (Palagina, 1997).
Thus, by mastering the indicative basis necessary for the independent organization of practical and mental actions in interactions with adults and with objects of human culture, the preschooler learns to highlight:
teleologcalrelationships and connections between goals and motivational relationships (personal-semantic relationships and connections), between goals and the conditions for their achievement, which allow planning possible ways to obtain results;
spatio-temporal relationships and connections between objects, as well as between different characteristics and properties of objects;
comparative relationships and connections between different characteristics and properties of objects;
cause-and-dfect relationships and connections between objects, as well as between different characteristics and properties of objects;
various relationships and connections that characterize relationships between people ( emotional-value, moral-ethical, aesthetic ) , etc.
Note that mastering the ability to establish relationships and connections not only within purposeful actions, but also between the goals of sequentially planned and implemented
actions underlies the development of long-term goal setting and intentionality in organizingmotivationallyattractive areas of life activity (activities). A well-known consequence of this development is the human ability to plan, when initially actions are planned and carried out mentally (as possible actions), and are implemented in the intended time and subject conditions and circumstances. The development of such skills and abilities underlies the long-term development of individual directions of life activity by each person in the context of a complex and contradictory system of interpersonal and social relations (Malanov, 2017, 2019b).
Including children into educational activities, ensures the translation of scientific methods of orientation in various subject areas of the surrounding world.
Scientific methods of orientation are organized: a) in the form of a system of hierarchically subordinate concepts (generalizations) and mental actions; b) in accordance with the scientific logic of their receipt, recording and use. An important aspect of scientific thinking is the translation and borrowing of methods for establishing interdisciplinary relationships and connections , which can be formed and recorded only with the help of sign-symbolic means . Therefore, when forming mental actions in different subj ect areas of educational activity, mastering the ways of using various signs and symbols becomes a necessary condition.
In studies conducted under the guidance of P.Ya. Galperin and N.F. Talyzina, the possibilities of developing in students the ability to establish various interdisciplinary relationships and connections as part of subject-practical (material), sign-symbolic (materialized) and mental actions were identified.
It was shown how, on the basis of mastering the ways of using linguistic and other sign-symbolic means, the operational composition of voluntarily organized practical and mental actions is formed. Discussions around the problem of the relationship between the functions of "thinking and speech" were replaced by a deeper analysis of the relationship between the ways of using sign-symbolic means and the operational composition of various actions. It was shown how, with the help of sign-symbolic means, each child learns to establish increasingly complex interdisciplinary relationships and connections as part of the initial subject-practical, and then mental actions; first in accordance with the speech instructions of other people, and then independently - based on the use of sign-symbolic means in "inner speech". It was also shown how, in the operational composition of both subject-practical and mental actions, methods of establishing relationships and connections can be automated and acquire the properties of skills (Galperin, 1998; Talyzina, 1998; Leontyev A.A., 2001; Salmina , 1981, 1988; Glotova, 1990).
Taking into account the results of numerous studies, it is useful to highlight genetically interrelated levels of formation and development of skills to establish interdisciplinary relationships and connections as part of subject-practical, and then mental actions, which are based on mastering the ways of using language and sign-symbolic means ( see : Table 1).
Each of the identified levels can involve three interconnected stages of mastering actions: from joint actions to independently performed actions. In this case: a) not all identified stages can be observed in explicit form; b) there is a wide range of individual differences in mastering the skills to establish interdisciplinary relationships and connections in different subject areas; c) if at the early stages of development the corresponding actions are built in the direction from objective-practical to mental, then later actions can be built in the direction from mental to objective-practical.
What acts as the material substrate of mental actions in the body? These are functional systems of physiological (and neurophysiological) processes that: a) adapt to possible methods of orientation and organization of possible actions in possible subject conditions; b) are constructed and reproduced using linguistic and sign-symbolic means (Leontyev, 1964, 2000; Galperin, 1998; Malanov, 2019a).
Table 1. Directions for developing skills to identify and establish interdisciplinary relationships and connections in the operational composition of actions
Levels of organization of actions Performed according to verbal instructions from an adult Organized by the child from other people using verbal instructions Organized independently by the child based on external and/or internal speech
Subject-practical actions According to the verbal instructions of adults in joint practical actions, the child learns to identify and establish certain interdisciplinary relationships and connections. With the help of verbal instructions, the child organizes practical actions in adults based on identifying interdisciplinary relationships and connections The child, relying on his own verbal instructions, independently performs practical actions, taking into account interdisciplinary relationships and connections
Mental actions with ideas based on verbal instructions and linguistic means In accordance with the verbal instructions of adults, the child builds mental actions, establishing possible inter-subject relationships and connections between ideas With the help of verbal instructions, the child organizes mental actions in adults aimed at establishing possible intersubject relationships and connections between ideas The child, relying on his own external or intraverbal instructions, organizes mental actions within himself, establishing possible inter-subject relationships and connections between ideas.
Actions based on graphic or material signs, symbols, terms that actualize ideas, as well as ensuring the formation of concepts and operating with concepts In accordance with the verbal instructions of adults, the child, relying on graphic images, symbols, signs, learns to perform actions that require the establishment of relationships and connections between the elements of diagrams and models, as well as between designated (abstracted) objects and object properties With the help of verbal instructions, the child, using graphic images or signs, organizes in adults or peers actions that require the establishment of relationships and connections between the elements of diagrams and models, as well as between designated (abstracted) objects and object properties The child, relying on his own speech and graphic images (diagrams, models), independently organizes and performs actions that require the establishment of relationships and connections between the elements of diagrams and models, as well as between designated (abstracted) objects and object properties
Mental actions with represented signs, symbols, terms that actualize ideas and concepts In accordance with the verbal instructions of adults, the child updates ideas about possible relationships and connections between the elements of diagrams and models, as well as between designated (abstracted) objects and object properties With the help of verbal instructions, the child updates the ideas of adults or peers about possible relationships and connections between the elements of diagrams and models, as well as between designated (abstracted) objects and object properties The child, relying on his own external or internal speech, actualizes his own ideas about possible relationships and connections between the elements of diagrams and models, as well as between designated (abstracted) objects and object properties
Another important area of analysis of mental operations identified as part of mental actions is the study of the conditions that are necessary for the formation and development (along with empirical generalizations) of theoretical generalizations and corresponding theoretical forms of establishing interdisciplinary relations and connections ("theoretical thinking") as part of mental actions .
After 7 years of age, in the context of educational activities, children master the operations of abstract synthesis, when the selected relationships and connections between signs and properties that characterize sets of objects and phenomena are denoted using words-terms. In concepts, as an indicative basis for mental and possible practical actions, a generalized structure (scheme) of relationships and connections between common features and properties of a certain range of objects (phenomena) is fixed. On this basis, children form "scientific" (empirical and theoretical) generalizations/concepts and the corresponding logical forms of empirical and theoretical thinking (Ilyasov, 1986; Davydov, 1996; Malanov, 2004).
Empirical and theoretical concepts (generalizations) are contrasted on many essential grounds:
1. They have ddifferent mechanisms of formation and development: Empirical generalizations (concepts) are
developed through direct sensory comparison of objects based on the establishment of interdisciplinary relations and connections as part of subject-practical actions, observations, measurements. This ensures the identification of structural-functional relationships and connections between the properties of objects. Theoretical generalizations (concepts) are developed on the basis of identifying intersubject relationships and connections hidden from direct sensory cognition within an integral system of subjects and objects, and serve as the genetically initial basis (cause, essence) of a certain range of phenomena (such relationships in psychology are often recorded in terms of "original unit of analysis", "unit-cell"). In other terminological traditions, hypothetico-deductive forms of scientific knowledge are distinguished as the basis of theoretical concepts.
2. Various results of cognitive activity are identified and recorded: In empirical generalizations, formally general grounds are identified, which are experimentally recorded relationships and connections, which allows objects and phenomena to be classified into a certain class (classification). As a result of theoretical generalizations, such relationships and connections are identified that serve as the basis for the deployment of a system of mental actions (concepts) that capture the essence (causes of
origin) of a certain range of phenomena and their properties.
3. Generalizations (concepts) record various contents: Empirical generalizations (concepts) record relationships and connections that characterize the external visual properties of objects. Theoretical generalizations (concepts) are built on the basis of the transformation of objects, fix their hidden relationships and connections (causal grounds, "the essence of phenomena"), and go beyond the limits of sensory knowledge.
4. The means of fixing generalizations (concepts) differ: The means of fixing empirical generalizations (concepts) is a word-term or a combination of terms. The means of fixing theoretical generalizations (concepts) is a system of signs, symbols and terms, with the help of which mental actions are constructed and organized, which provide deductive derivation and explanation of phenomena from a certain system of significant, intersubject relations and connections hidden from sensory knowledge.
5. There are different ways of concretizing generalizations (concepts): Concretizing empirical concepts consists of indicating external visual relationships and connections between the properties of objects, as well as in the selection of verbal illustrations and images. The concretization of theoretical concepts consists in the construction of mental
actions that provide the derivation (explanation) of facts and phenomena from general theoretical foundations (hypotheses about the causes underlying the phenomena) (Davydov, 1996).
Theoretical ways of establishing intersubject relationships and connections (theoretical thinking) as part of mental actions are formed as one masters hypothetico-deductive operations and actions aimed at establishing the reasons hidden from experimental knowledge that underlie the relationships and connections between objects and connections recorded in the form of empirical concepts. phenomena. As a result of mastering such operations and actions, the student masters scientific theories - the ability to build theoretical explanations and predictions (Ilyasov, 1986; Davydov, 1996; Ruzavin , 1997; Ilyasov, Galatenko , 1994; Malanov, 2004). At the same time, we note that theoretical explanations and forecasts can be built both on the basis of scientific theories and on the basis of mystical hypotheses. Therefore, theoretical forms of thinking can be based on both scientific concepts and mystical ideas.
Thus, the differences in generalizations in content, volume, distinctive features, and grounds for classifying objects and phenomena are determined by the complexity of interdisciplinary relations and connections that the student begins to identify and establish as part of practical
and mental actions ( Salmina 1988; Glotova 1990; Leontyev well as targeted reflexive highlighting in their composition
A.A. , 2001). At the same time, the use of linguistic and sign- and various ways of establishing interdisciplinary
symbolic means in addition to joint and then individual connections and relationships (Malanov, 2016). actions ensures the development of reflexive actions, as
Conclusions
1. With the development of systemic-activity cultural-historical psychology, hypotheses about the intraorganismal / intracerebral reasons for the development of mental processes / functions, as facts accumulated, were replaced by alternative hypotheses about the adjustment of physiological / neurophysiological functions to the active interactions of living organisms with the objective conditions of the environment / the surrounding world ( Leontyev, 1965, 2000; Bernstein, 1998; Surmava , 2012; Malanov, 2019a). Against this background, attempts to derive thinking processes based on modeling intracerebral processes of "information processing" are becoming less and less convincing. It is important to note that the discrepancies do not characterize the assessment of numerous and very interesting phenomena and facts accumulated in empirical studies of representatives of "cognitive science / psychology", but the explanations of facts and phenomena that are based on different initial hypotheses about the patterns of mental development.
2. Mental processes in phylogenesis, anthropogenesis, and ontogenesis are initially built between the organism and the environmental conditions / surrounding world, to which objective activity is selectively directed. When, in the analysis of actions, the methods of establishing interdisciplinary relationships and connections are abstracted with the subsequent analysis of the transfer of such methods to new subject conditions (generalization processes), then the phenomena and facts that are traditionally attributed to the processes / functions of thinking are explained.
3. In ontogenesis, relationships and connections are spontaneously identified by the child, first in the operational composition of objective-practical actions - as part of operations that provide orientation, goal setting, planning, execution, control and correction. Later, as the ways of using language are mastered, interdisciplinary relationships and connections begin to be actualized and established in the operational composition of the emerging
mental actions. At the same time, it is important to contrast objective-practical and mental actions, on the one hand, and mental operations that ensure the establishment of relationships and connections both as part of objective-practical and mental actions, on the other.
4. The material substrate of mental actions in the body are functional systems of physiological (and neurophysiological) processes that: a) adapt to possible methods of orientation and organization of possible actions in possible objective conditions; b) are constructed and reproduced using linguistic and various sign-symbolic means.
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