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DESCRIPTION OF THE DEVELOPMENT OF THINKING AND SPEECH IN
PSYCHOLOGY
Otaqulov Jamshid Meyliqul o‘g’li
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.15315451
Abstract.
During these studies, information was provided on the description of thinking
and speech in psychology and its application in modern methods of education. Based on this
information, instructions were given on the development of a program for the use of pedagogical
methods that are important for the development of thinking and speech, using pedagogical
teaching methods.
Keywords:
Thought, speech, pedagogical methods, education, psychological research,
pedagogical approaches, psycholinguistics.
ОПИСАНИЕ РАЗВИТИЯ МЫШЛЕНИЯ И РЕЧИ В ПСИХОЛОГИИ
Аннотация.
В этих исследованиях представлена информация об описании
мышления и речи в психологии и ее применении в современных методах обучения. На
основании этой информации были даны указания по разработке программы с
использованием педагогических методов, имеющих значение для развития мышления и
речи, с использованием педагогических методов обучения.
Ключевые слова:
Мышление, речь, педагогические методы, образование,
психологические исследования, педагогические подходы, психолингвистика.
PSIXOLOGIYADA TAFAKKUR VA NUTQNING RIVOJLANISH TAVFSIFI
Annotatsiya.
Ushbu tadqiqotlar davomida psixologiyada tafakkur va nutqning
tavfsiflanishi va ta’limning zamonaviy metodlarida qo’llanilishi haqida ma’lumotlar berib
o’tilgan. Bu ma’lumotlarga asoslangan holda pedagogik ta’lim metodlaridan foydalanilgan
holda tafakkur va nutqning rivojlanishida ahamiyat kasb etuvchi pedagogik metodlardan
foydalanish dasturini ishlab chiqish bo’yicha ko’rsatmalar berib o’tilgan.
Kalit so’zlar:
Tafakkur, nutq, pedagogik metodlar, ta’lim, psixologik tadqiqotlar,
pedagogik yondashuvlar, psikolingvistika.
Introduction
The need for practical and analytical approaches and the use of innovative technologies in
the modern educational process is increasing day by day. Practical and technological
mechanisms are being introduced to effectively organize the process of mastering, analyzing and
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applying knowledge in education. These mechanisms perform such tasks as stimulating
cognitive processes in the development of students' speech and thinking skills, improving the
system of receiving and processing information, and activating the learning environment.
Practical and analytical mechanisms are of great importance in pedagogy, as they allow
for the formation of modern teaching methods, the introduction of personalized learning
methods, and the effective use of neuropedagogical approaches. For example, through cognitive
psychology, neuro-education and multi-modal approaches, it is possible to identify individual
learning directions of students and develop methods adapted to them. Among the practical-
analytical mechanisms used in the educational process today, interactive teaching methods,
neuro-pedagogical technologies, adaptive educational platforms, logical-analytical games,
cognitive development platforms and neuro-trainings are widely used. With the help of these
methods, students are given the opportunity not only to passively receive theoretical knowledge,
but also to apply it practically. Neuro-pedagogical approaches are widely used in the modern
education system as one of the innovative and effective methods for developing speech and
thinking. Neuro-pedagogy is aimed at increasing students' cognitive abilities by studying
neurophysiological processes in the human brain and adapting them to the educational process.
These approaches play an important role in the formation of speech, the development of
logical and creative thinking, the optimization of cognitive processes and the formation of
individual educational models. The main advantages of neuropedagogical approaches in the
development of speech and thinking are as follows: They provide integration of speech activity
and thinking processes. Unlike traditional educational methods, neuropedagogical approaches
are aimed at the joint development of speech and thinking. Scientific research shows that the
zones controlling speech activity in the human brain are directly related to thinking processes.
Neuropedagogical methods combine the development of speech and thinking, form the
ability to think logically and communicate. They provide a personalized learning model. Each
student's cognitive abilities, thinking style, and speech activity have individual characteristics.
Neuropedagogy allows the implementation of personalized learning models taking into account
these characteristics. For example, artificial intelligence-based learning platforms analyze the
cognitive characteristics of the student and provide him with speech exercises and logical
thinking tasks adapted to him. They activate cognitive processes and strengthen memory.
Memory plays a major role in the development of speech and thinking. Neuropedagogical
approaches are aimed at strengthening memory mechanisms, through which students better
assimilate information.
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For example, multi-modal learning methods create the opportunity to perceive
information faster and store it in long-term memory. Develop critical and creative thinking.
Neuropedagogical methods are effective in forming critical and creative thinking. For
example, through mental quests, logical games, and analysis-oriented exercises, students learn to
analyze problems, understand cause-and-effect relationships, and develop new solutions. As a
result of such approaches, students have the opportunity to develop thinking beyond non-
standard approaches. Make the educational process interactive and motivating. Active
participation of students is important in the development of speech and thinking. Neuropedagogy
suggests using innovative methods such as virtual and augmented reality, interactive simulators
to make the learning process interactive and interesting. Such technologies encourage students to
actively communicate, help them develop verbal competence and logical thinking. Reduce stress
and workload in education. In traditional teaching methods, students' brains are often overloaded,
which causes difficulties in perceiving and storing knowledge in long-term memory.
Neuropedagogical approaches, on the other hand, adapt the learning process to the natural
neurophysiological characteristics of the brain, helping to reduce stress and difficulties in
memorization. Through these methods, students are able to perceive and understand information
more easily. In general, neuropedagogical approaches create the opportunity to naturally and
effectively stimulate the development of speech and thinking. Through these methods,
personalized learning models are developed, cognitive processes are activated, critical and
creative thinking is developed, and the learning process is organized in an interactive and
motivational way. Therefore, neuropedagogical approaches should be considered as one of the
future main directions of education. Speech development is one of the main components of the
process of social and cognitive formation of a person, which is inextricably linked with
pedagogical and psycholinguistic processes. Human speech is formed naturally, but its
composition, fluency and use in social activities depend on the methods and technologies of the
educational process. From the point of view of pedagogy and psycholinguistics, speech
development includes several stages, and this process is closely related to the thinking, cognitive
potential and communication skills of the individual. Scientific research shows that an education
system in which the correct pedagogical approaches to speech development are introduced plays
an important role in the development of logical and analytical thinking in students. An effective
educational environment and advanced pedagogical methods stimulate the fluency of speech, the
clear and systematic formation of thinking. One of the most important areas of speech
psychology is the study of the acoustic side of speech.
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Speech acoustics is also studied by physical acoustics, linguistic phonetics, cybernetics,
etc. For a psychologist, speech sounds are the result of the activity of the articulatory apparatus
of a speaker. This activity is always under the control of the auditory analyzer and is controlled
by special sections of the human brain, motor commands. In psychology, speech is considered a
means of thinking. Usually, speech is used in the process of thinking in the form of judgments,
conclusions and concepts. Therefore, judgments, conclusions and concepts are called specific
forms of thinking. Thinking is a higher form of human mental activity, that is, the process of
reflecting objective reality in the mind. Thinking is considered a tool for knowing the
environment, social phenomena, reality, as well as the main condition for carrying out human
activity. It is a higher cognitive process that reflects reality more fully and accurately than
sensation, perception, imagination. Thinking is understood as the reflection of objects and
phenomena in reality in a thought-like, generalizing, and instrumental way, the connections
between them. Reality is reflected in thinking more deeply and fully than in perception and
imagination. We learn through sensation, perception. We can learn about impossible things or
events, the properties of things or events, and their connections and relationships through the
medium of thought. Thinking is a special function of the human brain, its neurophysiological
basis is the interaction of the first and second signal systems. In the process of thinking,
thoughts, reasoning, ideas, hypotheses, etc. arise in a person and are expressed in the person's
mind in the form of concepts, judgments, and conclusions. Thinking is closely related to
language and speech, and thinking activity is manifested in the form of speech. In the process of
speech communication, a person's range of sensory perception not only expands, but the acquired
experience is also transferred to other people. A person is distinguished from other creatures by
his thinking, speech, and conscious behavior. He determines the authenticity of the things and
phenomena that he reflects, perceives, and imagines in his thinking activity. He determines
whether the judgments, concepts, and conclusions formed are true or not. Through thinking, a
person generalizes and directly reflects reality, realizes the most important connections,
relationships, and properties between things and phenomena. Consequently, a person has the
ability to foresee the emergence, development, and consequences of social events and
phenomena based on certain laws, patterns, and rules. Many complex problems of modern
science require a deeper study of logical processes in language. The second important feature of
thinking is the instrumental representation of reality, which allows us to understand and express
what is perceived without directly influencing the analyzer, but in most cases with the help of
additional signs obtained with the help of instruments.
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The laws of phenomena, their internal connections are manifested in our consciousness in
the external signs of phenomena in a mediated way, so that a person identifies signs of internal,
stable relationships.
Conclusion
In conclusion, it can be said that a particularly important characteristic of thinking is its
continuous connection with speech. Such a connection between thinking and speech is
expressed, first of all, in the embodiment of thoughts in the form of speech, even in cases where
speech does not have a sound form, for example, in deaf-mute people. We always think through
words. Hidden, silent, inner speech, which is characterized by brevity, conciseness, and
conciseness, is considered a mechanism of human thinking. Speech is a tool of thinking, that is,
when a certain thought is expressed in words, the process of thinking is carried out. Expressing a
thought in words is a complex process consisting of such stages as the motive of expression,
inner speech, and external speech expression of the thought.
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