The article is an attempt of a scientific analysis of psychological and pedagogical works and historical-methodological research by P.Ya. Galperin, who is widely known as one of the most influential domestic psychologists of the second half of the 20th century and who held a position of the professor of the Faculty of Psychology of Lomonosov Moscow State University. The introduction states that the fundamental works of P.Ya. Galperin had a significant impact not only on the development of a number of areas of psychological science and educational practice, but also for teaching them the basics in philosophical and psychological faculties of Lomonosov Moscow State University in 1940-1980-ies. It is noted that the developed by P.Ya. Galperin original concept and an innovative method based on fundamental philosophical grounds, and he rightfully possessed the deserved reputation of one of the largest theorists of psychological science. The following are 12 key stages of life P.Ya. Galperin. The ten main directions of his scientific and pedagogical activity are characterized. Detail reflected the development of P.Ya. Galperin and his scientific school of General and pedagogic psychology of the formation of creative thinking. Highly valued pedagogical activity of P.Ya. Galperin at Moscow University. Given the facts of the development of the heritage of P.Ya. Galperin in problem field of modern anthropology.

The article presents an empirical study of the conditions for actualization of intuition in creative problem solving. Intuition is considered (in the context of the theory of problem situations) as a special form of a preliminary understanding of sense of the problem situation (creative problem), providing opportunities for further prognosis of solution. The special material of this study — fragments of artistic films of different genres. Subjects were required after viewing a short fragment of the film to guess the finish of the film as a whole. The study shows that significant conditions for actualization of intuition in solving this type of problem tasks are: the stability of interest to the solution, the type of prompt (genre, accidental prompt), intellectual and personal possibilities of the subject (“depth” of thinking; “semantic potential” — similar to the problem an emotional experience).

The presented work continues P.Ya. Galperin’s approach to the study of creative thinking. As is known, success of creative problem-solving tasks (CPS) at Galperin’s scientific school contacts with the organized and systematic approach to the analysis and solution of the task. Age-dependent-psychological and individual possibilities of preschoolers, primary school children and adolescents in the decision of some system of CPS features are analyzed. 

In the article is submitted the comparative analysis of the problem of understanding and research of the creative thinking, describing three approaches: the personal meanings theory of thinking (O.K. Tikhomirov), the theory of problem situations (A.M. Matjushkin), approach of Ya.A. Ponomarev. The affinity of maintenance of these theories is shown in aspect of statement of researching questions to study the creative thinking and their decisions.