CREATIVITY AS THE PERFORMANCE OF VISUAL INTELLIGENCE AND ITS DEVELOPMENT
Authors: S. М. Symonenko, І. V. Rozina
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The actual problem of studying creativity as properties of visual thinking and development of its procedural and substantive characteristics is considered. By visual creativity, we mean the empirical characteristic of visual thinking, which is related to its creative function and is aimed at creating new visual images, symbols, models through visualization operations based on verbal and visual stimuli. The processual components of visual and thinking creativity are the activity of hypothesizing, productivity, visual originality.
The relevance of the study is related to the need to study visual thinking as one of the mechanisms of creativity in various fields of human activity, which is not sufficiently studied and requires a more in-depth study, in particular, one of its main properties - visual creativity and its development. The purpose of our research is to study the visual creativity and development of its procedural and substantive characteristics. By visual creativity, we mean the empirical characteristic of visual thinking, which is related to its creative function and is aimed at creating new visual images, symbols, models through visualization operations based on verbal and visual stimuli. The general methodology of empirical research includes the following methods, observation, analysis of product activities, the method of P. Torrance's test; U. Ave-Lallemant’s "Stars and Waves" Graphic Test and the methods of mathematical statistics, the Student's t-test, the correlation analysis, and others. The research sample was 125 adolescents aged 10 to 14 years (25 students in each age group).
The analysis of the results of the empirical research has shown that the age of 10 and 13 is favorable for the development of both procedural and content characteristics of visual creativity.
The obtained results allow us to make a generalization that the development of content components of visual creativity occurs in parallel with the development of its procedural characteristics. Both content and procedural components have in their development both favorable periods and periods of decline, which coincide in time, but there is a clear tendency towards their development in adolescence and the formation of visual-thinking creative strategies.