7.1. Introduction

Think for a moment: how many times and in what ways you are using the word ‘think’ in your day-to-day conversations. Sometimes probably, you use it as a synonym to remember (I can’t think of her name), pay attention (think about it ) or convey uncertainty (I think today my friend will visit me). ‘Think’ has a wide range of meanings which cover a number of psychological processes.

This chunk emphasizes that the term 'think' is used in many contexts in everyday language. It shows that people often use 'think' in various ways, such as recalling information, highlighting attention, or expressing uncertainty. Each use reflects different aspects of mental processes, suggesting that 'thinking' encompasses a range of cognitive actions.

Imagine if you're trying to remember a friend's name at a party. You might say, 'I think it's Sarah,' which in this context shows you're recalling information. Conversely, if you're suggesting an idea to a group, saying 'I think we should try the new restaurant' conveys your opinion, highlighting how versatile the word 'think' can be.

However, in psychology, thinking is a core subject area with an independent existence and a meaning of its own. In this chapter, we will discuss thinking as a mental activity directed at solving a problem, making inferences, judging certain facts, and deciding and choosing between options.

This part clarifies that while 'thinking' is used colloquially in various ways, in psychology, it holds a more specific meaning. It describes thinking as an activity focused on mental tasks, especially problem-solving, reasoning, and decision-making. Understanding this distinction helps frame further discussions and theories around cognitive processes in psychology.

Consider a student preparing for an exam. They engage in 'thinking' by solving practice problems (problem-solving), reflecting on their understanding of various topics (making inferences), and deciding on what to study based on their strengths and weaknesses (decision-making).

Further, the nature and characteristics of creative thinking, what it involves and how it can be developed will also be discussed.

Here, the text introduces the concept of creative thinking, signifying that it is not just about routine thought processes but involves originality and innovation. The chapter aims to explore the characteristics that define creative thinking and provide insights into how it can be fostered in individuals.

Think about an artist creating a new piece of artwork. Their creative thinking process involves combining techniques, exploring different mediums, and transcending conventional methods to produce something unique. This creativity can be nurtured by providing them with diverse experiences and encouraging experimentation.

Have you ever seen a small child building a tower with blocks or sand? The child would build a tower, dismantle it, make another one and so on and so forth. While doing this, the child sometimes talks to herself or himself. The speech would primarily include the steps s/he is following or want to follow (“not this”, “a little small”, “a tree at the back”), evaluation of the design (“nice”).

This chunk illustrates the connection between language and thought by presenting a playful childhood scenario. In this case, a child verbalizes their thoughts while engaged in a building activity, demonstrating how language can facilitate cognitive processes like problem-solving and self-evaluation. It hints at the importance of language in shaping thought.

Imagine a young child playing with building blocks, narrating their actions. When they say, 'This piece is too big,' they reflect on their choices, using language to structure their thinking as they navigate the task of constructing a tower.

In this chapter, we shall also be discussing the development of language and the relationship between language and thought. Before starting our discussion on thinking, it is necessary to discuss thinking as the base of human cognition.

This portion emphasizes that understanding thinking is foundational for grasping human cognition. It connects thinking not only with problem-solving and creative processes but also with language development, suggesting that an intertwined relationship exists between how we think and how we communicate.

For instance, consider how learning to read and write shapes a child's thinking. As they expand their vocabulary and understanding of sentence structure, their ability to process and articulate complex thoughts also increases, illustrating how closely thinking and language development are linked.

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