On the importance of research on curtailment and multitasking in the structure of diagnostic thinking of a teacher-psychologist
The question of the need to study the convolution and multitasking thinking of a teacher-psychologist when solving diagnostic tasks is discussed. At the same time, the convolution of thinking is understood as the ability to think generically, concentrate on the main, discard the unimportant, rationally encode information, capturing the essence of the phenomenon being known, and multitasking is the ability to perform several processes simultaneously, switching from one task to another. It is shown that multitasking is associated with the collapse of thinking, since switching between tasks forces one task to "collapse" and "deploy" another. In this mode, the formation of judgments and the construction of generalizations occurs under conditions of uncertainty, which is a possible cause of cognitive distortions. The influence of convolution and multitasking on the effectiveness of diagnostic thinking, diagnostic search of a teacher-psychologist, on the possibility of diagnostic errors is discussed. The questions that need to be answered in order to understand the role of convolution and multitasking in solving diagnostic problems by a teacher-psychologist are posed. Understanding the role of convolution and multitasking in the structure of the diagnostic search of a teacher-psychologist will help to increase the effectiveness of diagnostic activities. The study of the indicated problem will open up new opportunities for the development of the diagnostic competence of a teacher-psychologist, will allow you to understand how a teacher-psychologist should work when doing diagnostics so that his work is productive and occurs without diagnostic errors, how acceptable are "collapsed" solutions, in particular, which are a possible consequence of multitasking. Conclusions are drawn about the importance of research studies of convolution and multitasking in the structure of diagnostic thinking of a teacher-psychologist and the need to develop their methodological support.