Druzhinin in N. Psychology of general abilities. The concept of abilities in psychology (V. Druzhinin, MA Kholodnaya, V. Structure and development of abilities (VD Shadrikov). Psychology of general abilities. Druzhinin V.N.
V.N.Druzhinin
General ability psychology.
Preface to the third edition
It is generally accepted that the main difficulty in developing aptitude research is related to the definition of what is aptitude. At the mundane, pre-scientific level, understanding the abilities, it would seem, is not difficult. However, the scientific development of the problem of abilities is still dominated by the opinions that have developed in the previous period. Ever since the time of Aristotle and medieval scholasticism, abilities have been viewed as some hidden "qualities", "strengths", "essences", etc. Behind the abilities there is some element of mystery.
And if in 1923 Edouard Claparede, a professor at the University of Geneva, trying to define abilities, noted the complexity of this task and limited himself to the statement that “in the most general form, an ability can be defined as any mental and physical property of an individual, taken from the point of view of its practical application ( realization) ", then 20 years later the Soviet psychologist BM Teplov wrote:" I do not intend to give a general theory of giftedness, I do not even intend to develop any hypothesis about what such a theory should be. This is not yet feasible at this time. Moreover, any attempts to compose theories or hypotheses about the nature of giftedness, given the stock of positive knowledge that we now possess, are harmful. The general theory should be created as a result of a lot of work on the study of specific facts and particular laws. In the study of giftedness, Soviet psychology is just beginning to do this, and the scientifically processed material at our disposal is still very small. "
Another well-known Soviet psychologist S. L. Rubinstein at the same time wrote: “Abilities ... in the educational arsenal ... often served to get rid of the need to reveal the patterns of mental processes. Therefore, modern scientific psychology has grown to a large extent in the struggle against the psychology of abilities ... In view of this, before introducing the concept of "ability" into the system of psychological science, it is also necessary to outline its true content. "
VN Druzhinin's monograph, dedicated to the problem of general abilities, was prepared within the framework of the project "Individualization of education on the basis of a personality-oriented curriculum of a general education school" and published in 1995. After that, it was published twice and received the most favorable assessment both from the academic community and from educational practitioners.
This book contains unique material on the characteristics of the main approaches to the study of general intellectual abilities with deep author's interpretation and assessment. The author examines theoretical and experimental-diagnostic approaches to understanding the essence and structure of intelligence, creativity and its diagnosis, the development of creative abilities.
The book is also distinguished by the fact that it is written in a clear and scientific language, describes modern tools for diagnosing intelligence and creativity and will be useful for everyone who is interested in psychology.
Doctor of Psychology, Professor,
Academician of the Russian Academy of Education V.D.Shadrikov
April 2006
This book is based on a course of lectures that I give at the Faculty of Psychology, Moscow State University. Lomonosov Moscow State University and the Faculty of Primary Schools.
However, I tried not to engage in popularization, explaining the "basics", etc. This book is part of a continuous dialogue between members of the professional community. It is mainly written for psychologists and for 4-5 year students. I have tried to present the facts, resorting to theoretical interpretations only when necessary. Whether this measure has been followed is up to the reader to judge.
The existence and development of the psychology of abilities as a scientific direction of Russian psychology in the Soviet period, we owe primarily to BM Teplov and his school. One cannot but pay tribute to the conscientiousness of the researchers, the wealth of factual results and methodological findings.
The second name is the name of K. K. Platonov, whose book "Problems of Ability" for a long time remained the main guide for teachers and practicing psychologists. Although K. K. Platonov was more a popularizer than a theoretician, and more a practitioner than an experimenter and methodologist (which affected the content of his monograph), the role of his work in reviving and maintaining the interest of psychologists in psychological and applied problems of abilities is very great.
In the 60-70s, research work in the field of psychology of abilities was divided into a number of special areas: the study of mathematical, mental, literary and other abilities. In this connection, mention should be made of V.D.Shadrikov. Domestic psychology owes him the development and implementation of a number of research programs in the field of professional and general abilities, and most importantly - the resumption of work on understanding the theoretical foundations of the psychology of general abilities.
One could name more than a dozen Russian researchers who have contributed to the development of problems of psychology and psychodiagnostics of abilities. This is partly done in the book. Authors, whose works I have not mentioned by chance or due to ignorance, I hope, will forgive me.
The book is devoted, as the name suggests, to the problems of psychology and psychodiagnostics of general abilities, therefore, it does not present research and development in the field of psychology of special abilities, psychology of professional abilities, etc. Less attention is paid to general problems of psychodiagnostics than we would like. Almost failed to highlight the problem of learning. The author is not an expert in this area, but the works of domestic and foreign educational psychologists contain enough relevant information.
The author thanks the graduate students and staff of the Laboratory of Psychology of Abilities of the Institute of Psychology of the Russian Academy of Sciences, whose research provided material for the book: E.G. Alieva, A.N. Voronin, T.V. Galkina, N.M. Gnatko, E. Yu. Samsonova, N. V. Khaz-ratov, L. G. Khusnutdinov, A. E. Chernin, F. M. Yusupov.
I would especially like to thank A.B.Barsukova and E.V. Tolokonnikova for their help in preparing the manuscript for publication.
In addition to the now natural commercial motivation for a Russian scientist, the following considerations prompted me to prepare the second edition. First, some of the material inevitably becomes outdated and needs to be supplemented, reinterpreted, etc. Over the past 5-6 years, psychologists (both in our country and abroad) have obtained new results in the field of psychology of abilities, creativity, intelligence ... The laboratory of the psychology of abilities of the Institute of Psychology of the Russian Academy of Sciences, led by the author of this book, also actively worked in this direction. In addition, fundamental monographs by V.D.Shadrikov, V.S. Yurkevich, E.A.Golubeva, M.A.Kholodnaya and other authors were published, as well as collective works edited by N.A. Epiphany, which supplement and indirectly polemicize with the content of the book offered to your attention.
Secondly, I took into account the criticisms expressed by my colleagues and made corrections to the text, and a number of chapters were completely rewritten and supplemented with new material. I also ruled out a number of unjustifiably categorical assessments and conclusions that were present in the text of the first edition: unfortunately, tolerance comes only over the years.
In 1996, the Academia publishing house published the book Psychodiagnostics of General Abilities, which is a shortened (by about one third) version of the first edition of The Psychology of General Abilities. Its text contains the same shortcomings that I already wrote about above.
In this publication, the sections devoted to psychometrics of intelligence, models of intelligence, theories of creativity, and the development of general abilities have been significantly revised and supplemented. The concepts of the structure of general abilities and their development are outlined in more detail. The work includes materials of the latest research by employees and graduate students of IPRAS.
I am grateful to the publishing house "Peter" for the invitation to cooperation. To be published in the series “Masters of Psychology” is an honor that does not correspond to my current scientific achievements. Rather, it corresponds to the importance of scientific problems, which I, of my own free will and due to circumstances, am engaged in.
Chapter 1 Problems of the Psychology of Ability
History of research and development of the problematics of psychology of abilities
Capabilities- these are individual personality traits, which are subjective conditions for the successful implementation of a certain type of activity. Abilities are not limited to the individual's knowledge, skills, and abilities. They are found in the speed, depth and strength of mastering the methods and techniques of some activity and are internal mental regulators that determine the possibility of their acquisition. In Russian psychology, the greatest contribution to experimental studies of abilities was made by BM Teplov.
BM Teplov points out some conditions for the formation of abilities. Abilities by themselves cannot be innate. Only inclinations can be inborn. Teplov understood the inclinations as some anatomical and physiological features. Inclinations are the basis for the development of abilities, and abilities are the result of development. If the ability itself is not congenital, therefore, it is formed in postnatal ontogenesis (it is important to pay attention to the fact that Teplov separates the terms “congenital” and “hereditary”; “congenital” - manifested from the moment of birth and formed under the influence of both hereditary and and environmental factors, "hereditary" - formed under the influence of heredity factors and manifested both immediately after birth and at any other time in a person's life). Abilities are formed in activity.
Thus, the ability refers to that which arises in the corresponding activity. It also affects the success of this activity. Ability begins to exist only with activity. It cannot appear before the implementation of the corresponding activity has begun. Moreover, abilities are not only manifested in activities. They are created in it.
Each person has an individually unique combination of abilities, and the success of his activities is determined by the presence of one or another combination of abilities. Some abilities can be replaced by others - similar in manifestation, but different in their origin. The success of the same activity can be influenced by different abilities, therefore, the absence of one ability can be compensated for by the presence of another.
Abilities and inclinations
Propensities are the motivational component of an activity. Therefore, without the presence of inclination, a certain activity may not begin, and the ability, accordingly, will not be formed. On the other hand, if there is no successful activity, the person's inclinations will not be objectified.
Abilities are divided into general and special. The following types of special abilities are distinguished:
1.educational and creative
2.mental and special
3.math
4.constructive and technical
5.Musical
6.literary
7.artistic and visual
8.physical ability
Ability development levels:
1.reproductive
2.creative
Stages of development of abilities:
1. The makings
2. Abilities
3. Giftedness
5. Genius
Ability development levels:
§ reproductive
§ reconstructive
§ creative
So, since in our questions we have written clear names of those whose theories we need to know, then we will focus on them.
B.M. Teplov
The concept of ability is three signs:
First, by abilities we mean individual psychological characteristics that distinguish one person from another; no one will talk about abilities when it comes to properties in relation to which all people are equal.
Secondly, not all individual characteristics in general are called abilities, but only those that are related to the success of performing any activity or many activities.
Thirdly, the concept of "ability" is not limited to those knowledge, skills or abilities that have already been developed by a given person.
Further, it must be emphasized that ability by its very essence is a dynamic concept. Ability exists only in movement, only in development. Psychologically, one cannot talk about the ability as it exists. before the beginning its development, just as it is impossible to talk about the ability that has reached its full development, completed its development.
Ability cannot arise outside the corresponding concrete activity.
Individual abilities do not just coexist next to each other and independently of each other. Each ability changes, acquires a qualitatively different character, depending on the presence and degree of development of other abilities.
It is impossible to go directly from individual abilities to the question of the possibility of a given person's successful performance of one or another activity. This transition can only be made through another, more synthetic concept. This concept is "giftedness", understood as a qualitatively unique combination of abilities, on which the possibility of achieving greater or lesser success in performing one or another activity depends.
The peculiarity of the concepts of "giftedness" and "ability" lies in the fact that the properties of a person are considered in them from the point of view of the requirements that one or another practical activity makes to him. Therefore, one cannot speak of giftedness in general. One can only talk about giftedness for something, for some kind of activity.
It is not the success in the performance of activities that depends on giftedness, but only the possibility of achieving this success. Even limiting ourselves to the psychological side of the issue, we must say that successful performance of any activity requires not only giftedness, that is, the presence of an appropriate combination of abilities, but also the possession of the necessary skills and abilities.
An attempt to systematize and analyze cognitive abilities was first undertaken by V.N. Druzhinin. Within the framework of the theory of general abilities he is developing, among the latter, psychometric intelligence (the ability to solve problems based on the application of existing knowledge), creativity (the ability to transform knowledge with the participation of imagination and fantasy), learning (the ability to acquire knowledge) are considered.
Druzhinin's positions:
Including intelligence, creativity and learning into the structure of general abilities, we based on a three-component model of the cognitive process.
Any cognitive act must include the acquisition, application and transformation of cognitive experience. The ability responsible for the acquisition of experience can be identified with learning, the productivity of the application of experience is determined by general intelligence, the transformation of experience is associated with creativity.
creativity and general intelligence are abilities that determine the process of solving a mental problem, but play a different role at different stages.
Theoretical considerations and experimental data allow us to conclude that creativity and intelligence are orthogonal factors, that is, independent of each other. Meanwhile, they are operationally opposite: situations that favor the manifestation of intelligence are opposite in their characteristics to situations in which creativity is manifested.
Thus, the experimentally observed differences in the correlations between intelligence and creativity are explained by what methods are used to diagnose these properties, or rather, at which points of the conditional "regulation-freedom" continuum the methods are placed and what is the distance between them. If desired, you can theoretically calculate the approximate values of the correlations between the methods, if the "distances" between them are determined.
Cold:
The success of the activity is traditionally correlated with the abilities. Accordingly, intellectual ability is defined as an individually peculiar personality trait, which is a condition for the success of solving a certain task (problem): the ability to reveal the meanings of words, build a spatial figure from given elements, identify patterns in a series of numbers and geometric images, offer many options for using a given object, find a contradiction in a problem situation, to formulate a new approach to the study of any subject area, etc.
In his model, Kholodnaya expands on Druzhinin's concept of aspects of abilities. She identifies four main aspects of the functioning of intelligence, characterizing four types of intellectual abilities: convergent abilities, divergent abilities (or creativity), learning, and cognitive styles. In the context of the proposed approach, each of the intellectual abilities is considered as a property of the intellect, a derivative in relation to the peculiarities of the composition and structure of the individual mental experience.
Convergent abilities reveal themselves in indicators of the efficiency of the information processing process, first of all, in indicators of the correctness and speed of finding the only possible (normative) answer in accordance with the requirements of a given situation. Thus, convergent abilities characterize the adaptive capabilities of individual intelligence in terms of the success of individual intellectual behavior in regulated conditions of activity.
Convergent abilities are represented by three properties of intelligence.
Level properties of intelligence - characterize the achieved level of development of cognitive mental functions (verbal and non-verbal), acting as the basis for the processes of cognitive reflection
Combinatorial properties of intelligence - characterize the ability to identify all kinds of connections, relationships and patterns. In the broad sense of the word, it is the ability to combine elements of a problem situation and one's own knowledge in various combinations.
The procedural properties of intelligence characterize the elementary processes of information processing, as well as operations, techniques and strategies of intellectual activity.
Convergent intellectual abilities - in the form of level, combinatorial and procedural properties of intelligence - characterize one of the aspects of intellectual activity aimed at finding the only correct (normative) result in accordance with the given conditions and requirements of the activity.
Divergent ability (or creativity) is the ability to generate a variety of original ideas in an ad hoc environment. Creativity in the narrow sense of the word is divergent thinking (more precisely, operations of divergent productivity, according to J. Guildford), a distinctive feature of which is the willingness to put forward many equally correct ideas about the same object. Creativity in the broadest sense of the word is creative intellectual abilities, including the ability to bring something new into experience (F. Barron), the ability to generate original ideas in the face of solving or posing new problems (M. Wallach), the ability to recognize gaps and contradictions, and also formulate hypotheses regarding the missing elements of the situation (E. Torrance), the ability to abandon stereotyped ways of thinking (J. Guilford).
As criteria for creativity, it is advisable to consider a complex of certain properties of intellectual activity:
1) fluency (the number of ideas that arise per unit of time);
2) originality (the ability to produce "rare" ideas that differ from the generally accepted, typical answers);
3) sensitivity (sensitivity to unusual details, contradictions and uncertainty, as well as the willingness to flexibly and quickly switch from one idea to another);
4) metaphoricity (willingness to work in a fantastic, "impossible" context, a tendency to use symbolic, associative means to express one's thoughts, as well as the ability to see the complex in the simple and, on the contrary, in the complex - the simple).
Learnability
The idea of learning as a manifestation of the level of intellectual (mental) development arose in the context of the concept of "zone of proximal development" (LS Vygotsky). The zone of proximal development is understood as the process of psychological development of a child, which he goes through under the guidance of an adult (primarily a teacher who provides him with individualized pedagogical assistance).
Cognitive styles
The concept of "cognitive style" has focused the attention of researchers on individual differences in the ways of studying reality. It is quite characteristic that initially individual differences in the preferred methods of intellectual activity (styles) were fundamentally opposed to individual differences in the success of intellectual activity (abilities).
For the first time, the criteria for distinguishing styles from abilities were formulated by G. Witkin, which were then unconditionally accepted by most researchers for several decades (Witkin, 1967).
1) Ability characterizes the level of achievement in intellectual activity (that is, it is its effective characteristic). Style acts as a way of performing intellectual activity (that is, it is its procedural characteristic). Accordingly, different styles can provide equally high success in solving a certain problem.
2) Ability - unipolar dimension (individual indicators of abilities are located on a vertical scale from minimum to maximum). Style is a bipolar dimension (individual style indicators are located at two poles of the horizontal scale, distinguished using such a statistical criterion as the median).
3) Abilities always have a value context (growth of abilities is always good). Value judgments are not applicable to stylistic phenomena, since any pole of one style or another is equivalent from the point of view of the possibility of effective intellectual adaptation.
4) Ability is changeable over time (the level of ability changes depending on age, education, etc.). Style is a stable characteristic of a person, consistently inherent in him at different stages of ontogenesis and in different conditions of socialization.
5) Ability is specific in relation to the content of a specific activity. Style manifests itself in a generalized manner in various types of mental activity.
Cognitive styles are individually unique ways of processing information about an actual situation (ways of perceiving, analyzing, categorizing, evaluating, etc.)
field dependence - field independence. Representatives of the field-dependent style trust more visual visual impressions when assessing what is happening and hardly overcome the visible field when it is necessary to detail and structure the situation. Representatives of the field-independent style, on the contrary, rely on inner experience and easily tune out the influence of the field, quickly and accurately separating the detail from the whole spatial situation.
Impulsiveness -reflectivity. People with an impulsive style are quick to hypothesize in situations of alternative choice, and they make many erroneous decisions in identifying perceptual objects. For people with a reflective style, on the contrary, a slower pace of decision-making in such a situation is characteristic; accordingly, they make few mistakes in identifying perceptual objects due to their careful preliminary analysis.
Narrow - a wide range of equivalence (or analyticity - synthetics). Representatives of the pole of a narrow range of equivalence (analytical style) tend to focus on the differences of objects, paying attention mainly to their details and distinctive features. Representatives of the pole of a wide range of equivalence (synthetic style), on the contrary, tend to focus on the similarity of objects, classifying them taking into account some generalized categorical grounds.
Intolerance - Tolerance to unrealistic experiences. This cognitive style reveals itself in uncertain, ambiguous situations and characterizes the degree of acceptance of impressions that do not correspond or even contradict the person's ideas, which he regards as correct and obvious. Tolerant subjects evaluate experiences by their actual characteristics, while intolerant subjects resist cognitive experiences in which the initial data contradict their available knowledge.
Cognitive simplicity is complexity. Some people understand and interpret what is happening in a simplified form based on the fixation of a limited set of information (the pole of cognitive simplicity). Others, on the contrary, tend to create a multidimensional model of reality, highlighting many interrelated sides in it (the pole of cognitive complexity).
Shadrikov:
Abilities are the properties of functional systems that implement individual mental functions, which have an individual measure of severity and are manifested in the success and qualitative originality of the development and implementation of activities. In a historical context, abilities ensured the squeezing out of the individual in natural conditions.
Abilities are not formed from inclinations. Abilities and inclinations are properties, the former are functional systems, and the latter are components of these systems. With the development of the system, its properties change, which are determined both by the elements of the system and by their connections. Holy - va of functional systems - systemic qualities. The properties of the system can manifest themselves depending on its components.
Abilities are one of the basic qualities of the psyche, along with the content side, which includes knowledge about the objective world and experiences. Abilities concretize the general property of the brain to reflect the objective world, referring to individual mental functions. (remember, this is ONLY according to Shadrikov).
Ability structure:
The structure is the same for all abilities and is similar to the structure of activity. There is a single structure of activity, which is multiplied in the structure of individual abilities. This unified structure is realized by the integrity of the brain as an organ of the psyche, functionally determined by the purpose of the activity and its motivation.
Ability, understood from the standpoint of the systems approach as a property of a functional system, is that unit of diagnostic analysis, on the basis of which it is possible to build the entire system of cognitive abilities as a system of properties of functional systems of the brain that implement a reflective function.
Turning to the study of abilities as generic forms of activity allows us to overcome the gap between mental functions and activity, to reveal the structure of abilities from the position of the structure of activity. In this case, abilities begin to appear as qualities of the subject of activity. The natural basis of abilities is the natural qualities of the individual, the properties of the functions of systems that implement individual mental functions.
The manifestation of abilities as natural qualities is mediated by the value orientations of the subject of activity, the processes and mechanisms of planning, programming, decision-making and regulation of activities.
The development of the ability is carried out in the process of life and activity of the subject (educational, labor, play). The source of their development is the contradiction between the current level of development of abilities and the requirements of activity.
The development of abilities is a process:
Development of a functional system that implements a specific mental function, in the aggregate of its components and connections
Development of operational mechanisms
Development of efficiency in the system of functional and operational mechanisms
Mastering by the subject of his cognitive abilities through reflection and mastery of operational mechanisms in terms of specific mental functions
Considering the development of abilities, 3 factors of cultural determination can be distinguished:
The child needs to develop his functional systems, this process will also be determined by the environment, therefore they develop in the cultural environment
They are determined by social forms of activity
· Individual values are also determinants. The individual's values and meanings will determine the qualitative specifics of abilities, and what a person will see and remember will depend on them.
The diagram below is very important, it reflects the structure of Shadrikov's abilities, unfortunately, it was found in a different format, so I had to take her photo.
V.N.Druzhinin
General ability psychology.
Preface to the third edition
It is generally accepted that the main difficulty in developing aptitude research is related to the definition of what is aptitude. At the mundane, pre-scientific level, understanding the abilities, it would seem, is not difficult. However, the scientific development of the problem of abilities is still dominated by the opinions that have developed in the previous period. Ever since the time of Aristotle and medieval scholasticism, abilities have been viewed as some hidden "qualities", "strengths", "essences", etc. Behind the abilities there is some element of mystery.
And if in 1923 Edouard Claparede, a professor at the University of Geneva, trying to define abilities, noted the complexity of this task and limited himself to the statement that “in the most general form, an ability can be defined as any mental and physical property of an individual, taken from the point of view of its practical application ( realization) ", then 20 years later the Soviet psychologist BM Teplov wrote:" I do not intend to give a general theory of giftedness, I do not even intend to develop any hypothesis about what such a theory should be. This is not yet feasible at this time. Moreover, any attempts to compose theories or hypotheses about the nature of giftedness, given the stock of positive knowledge that we now possess, are harmful. The general theory should be created as a result of a lot of work on the study of specific facts and particular laws. In the study of giftedness, Soviet psychology is just beginning to do this, and the scientifically processed material at our disposal is still very small. "
Another well-known Soviet psychologist S. L. Rubinstein at the same time wrote: “Abilities ... in the educational arsenal ... often served to get rid of the need to reveal the patterns of mental processes. Therefore, modern scientific psychology has grown to a large extent in the struggle against the psychology of abilities ... In view of this, before introducing the concept of "ability" into the system of psychological science, it is also necessary to outline its true content. "
VN Druzhinin's monograph, dedicated to the problem of general abilities, was prepared within the framework of the project "Individualization of education on the basis of a personality-oriented curriculum of a general education school" and published in 1995. After that, it was published twice and received the most favorable assessment both from the academic community and from educational practitioners.
This book contains unique material on the characteristics of the main approaches to the study of general intellectual abilities with deep author's interpretation and assessment. The author examines theoretical and experimental-diagnostic approaches to understanding the essence and structure of intelligence, creativity and its diagnosis, the development of creative abilities.
The book is also distinguished by the fact that it is written in a clear and scientific language, describes modern tools for diagnosing intelligence and creativity and will be useful for everyone who is interested in psychology.
Doctor of Psychology, Professor,
Academician of the Russian Academy of Education V.D.Shadrikov
April 2006
This book is based on a course of lectures that I give at the Faculty of Psychology, Moscow State University. Lomonosov Moscow State University and the Faculty of Primary Schools.
However, I tried not to engage in popularization, explaining the "basics", etc. This book is part of a continuous dialogue between members of the professional community. It is mainly written for psychologists and for 4-5 year students. I have tried to present the facts, resorting to theoretical interpretations only when necessary. Whether this measure has been followed is up to the reader to judge.
The existence and development of the psychology of abilities as a scientific direction of Russian psychology in the Soviet period, we owe primarily to BM Teplov and his school. One cannot but pay tribute to the conscientiousness of the researchers, the wealth of factual results and methodological findings.
The second name is the name of K. K. Platonov, whose book "Problems of Ability" for a long time remained the main guide for teachers and practicing psychologists. Although K. K. Platonov was more a popularizer than a theoretician, and more a practitioner than an experimenter and methodologist (which affected the content of his monograph), the role of his work in reviving and maintaining the interest of psychologists in psychological and applied problems of abilities is very great.
In the 60-70s, research work in the field of psychology of abilities was divided into a number of special areas: the study of mathematical, mental, literary and other abilities. In this connection, mention should be made of V.D.Shadrikov. Domestic psychology owes him the development and implementation of a number of research programs in the field of professional and general abilities, and most importantly - the resumption of work on understanding the theoretical foundations of the psychology of general abilities.
One could name more than a dozen Russian researchers who have contributed to the development of problems of psychology and psychodiagnostics of abilities. This is partly done in the book. Authors, whose works I have not mentioned by chance or due to ignorance, I hope, will forgive me.
The book is devoted, as the name suggests, to the problems of psychology and psychodiagnostics of general abilities, therefore, it does not present research and development in the field of psychology of special abilities, psychology of professional abilities, etc. Less attention is paid to general problems of psychodiagnostics than we would like. Almost failed to highlight the problem of learning. The author is not an expert in this area, but the works of domestic and foreign educational psychologists contain enough relevant information.
The author thanks the graduate students and staff of the Laboratory of Psychology of Abilities of the Institute of Psychology of the Russian Academy of Sciences, whose research provided material for the book: E.G. Alieva, A.N. Voronin, T.V. Galkina, N.M. Gnatko, E. Yu. Samsonova, N. V. Khaz-ratov, L. G. Khusnutdinov, A. E. Chernin, F. M. Yusupov.
I would especially like to thank A.B.Barsukova and E.V. Tolokonnikova for their help in preparing the manuscript for publication.
Preface to the first edition .............................................. ........................ 3
Preface to the second edition .............................................. ...................... five
Chapter 1. PROBLEMS OF THE PSYCHOLOGY OF ABILITIES .................................. 7
The history of research and development of the problematics of the psychology of abilities. 7 Problems of general abilities (intelligence, learnability, creativity) ... 12
Literature................................................. .................................................. ... fifteen
Chapter 2. GENERAL INTELLECTUAL ABILITIES .............................. 16
Factor models of intelligence ............................................... ........................ 23
Model of Ch. Spearman .............................................. ......................................... 24
L. Thurstone's model .............................................. ......................................... 27
J. Guilford's model .............................................. ....................................... 28
Model by R.B Cattell ............................................ ......................................... 29
Other hierarchical models (S. Barth, D. Wexler, F. Vernoy, L. Humphreys) ... 33
Monometric approach ................................................ ............................... 35
Cognitive models of intelligence ............................................... ..................... 39
R. Sternberg's model .............................................. ....................................... 40
Other cognitive models ............................................... ............................ 45
The concept of mental experience by M.A.Kholodnaya .......................................... .. 47
Literature................................................. .................................................. ... 52
Chapter 3. DIAGNOSTICS OF INTELLIGENCE ............................................. ...... 54
Psychometric Notes ................................................ ......................... 54
J. Raven's progressive matrices ............................................. ................ 61
D. Wechsler's test .............................................. ............................................... 64
Intelligence Structure Tests ............................................... .......................... 75
Literature................................................. .................................................. ... 82
Chapter 4. DEVELOPMENT OF INTELLIGENCE ............................................. ........................ 83
Psychogenetics of general abilities ............................................... ................ 83
The influence of the environment on the development of intelligence ............................................. ........... 96
Development of intelligence and special cognitive abilities throughout life ......................................... 104
Literature................................................. .................................................. .108
Chapter 5. INTELLIGENCE IN THE STRUCTURE OF PSYCHE ........................................... .. 110
Psychophysiology of intelligence ................................................ ....................... 110
A. N. Lebedev's model ............................................ ...................................... 113
Functional asymmetry of the brain and ability ..................... 115
Russian school of differential psychophysiology ............................ 120
Abilities of a woman and a man .............................................. ............... 123
Personality and intelligence ............................................... .................................... 129
Literature................................................. .................................................. . 136
Chapter 6. SUBJECTIVE PARADIGM IN THE RESEARCH OF ABILITIES. IMPLICIT THEORY OF ABILITY ............... 138
Ordinary theories of personality and ideas about intelligence .................... 138
Research on everyday ideas about ability ........................... 142
The psychosemantic model of the representation of abilities in consciousness ... 147
Literature................................................. .................................................. . 154
Chapter 7. GENERAL CREATIVE ABILITIES ............................................ 156
Creativity and activity ............................................... ............................ 156
The problem of creativity. The concept of reducing creativity to intelligence ............................................. 168
Creative personality and her life path ............................................ ..... 171
Creativity and its diagnosis .............................................. ...................... 183
The concept of creativity by J. Guildford and E. P. Torrance ........................... 183
The concept of M. Vollach and N. Kogan .......................................... .................... 188
The concept of S. Mednik. .................................................. ............................... 191
"Theory of investment" R. Sternberg ........................................... ........... 196
Approach of V.N.Druzhinin and N.V. Khazratova ...................................... ......... 199
Literature................................................. .................................................. .208
Chapter 8. DEVELOPMENT OF CREATIVE ABILITIES ................................. 211
Psychogenetics of creativity ................................................ ....................... 211
Formation of creativity and learning ............................................. 217
Learnability, creativity and intelligence ............................................. ....... 239
Literature................................................. .................................................. . 242
Chapter 9. STRUCTURE OF GENERAL ABILITIES ......................................... 244
General intelligence and school performance ............................................. . 245
General intelligence and professional activity ................................ 248
General intelligence and creativity .............................................. ................. 250
"One-dimensional model" .............................................. ..................................... 252
General intelligence structure. Implicative model ............................ 255
Four-dimensional model ................. 259
Dependence of academic performance on the level of development of individual intellectual abilities ......................................... ......................... 262
Literature .................. 264
AFTERWORD ........ 266
APPENDICES ........... 276
Diagnostics of the structure of intelligence (R. Amthauer's test) ........................... 276
Diagnostics of non-verbal creativity (short version of the Torrance test) ...... 281
Diagnostics of mathematical intelligence (test of mathematical analogies) ....... 310
Diagnostics of verbal creativity (test adaptation by S. Mednik - adolescent and adult variants) ... 322
BASIC TERMS ................................................ ........................... 347
Other related news:
General ability psychology. Druzhinin V.N.
3rd ed. - SPb .: 2007 .-- 368 p.
The purpose of this book is to present the theoretical foundations of the psychology of general human abilities (intelligence, learnability, creativity). It analyzes the most famous and influential models of intelligence (R. Cattell, C. Spearman, L. Thurstone, D. Wexler, J. Guildford, G. Eysenck, E. P. Torrance, etc.), as well as data from the latest and classical experiments in the field of research of general abilities, the modern toolkit for psychodiagnostics of intelligence and creativity is described.
Format: pdf
The size: 25.7 MB
Download: Rghost
TABLE OF CONTENTS
Preface to the third edition 3
From author 5
From author 7
Chapter 1. PROBLEMS OF ABILITY PSYCHOLOGY 9
History of research and development of the problematics of psychology of abilities ... 9
General ability problems (intelligence, learnability, creativity) 14
Literature 17
Chapter 2. GENERAL INTELLECTUAL ABILITIES 18
Factorial Intelligence Models 25
Model C. Spearman 26
L. Thurstone Model 29
Model J. Guildford 30
Model R.B. Cattell 31
Other hierarchical models
(S. Barth, D. Wexler, F. Vernoy, L. Humphreys) 35
Monometric Approach 37
Cognitive Intelligence Models 41
R. Sternberg Model 42
Other cognitive models 47
M.A.Kholodnoy's concept of mental experience 49
Literature 54
Chapter 3. DIAGNOSTICS OF INTELLIGENCE 56
Psychometric Notes 56
J. Raven's progressive matrices 63
D. Wechsler test 66
Intelligence Structure Tests 77
Literature 84
Chapter 4. DEVELOPMENT OF INTELLIGENCE 85
Psychogenetics of General Abilities 85
The influence of the environment on the development of intelligence 98
Development of intelligence and special
cognitive abilities throughout life 106
Software literature
Chapter 5. INTELLIGENCE IN THE STRUCTURE OF PSYCHE 112
Psychophysiology of intelligence 112
Model A. N. Lebedev 115
Functional asymmetry of the brain and abilities 117
Russian School of Differential Psychophysiology 122
Abilities of a woman and a man 125
Personality and Intelligence 131
Literature 138
Chapter 6. SUBJECTIVE PARADIGM IN THE RESEARCH OF ABILITIES. IMPLICIT THEORIES OF ABILITIES 140
Ordinary theories of personality and ideas about intelligence 140
Research into Ordinary Ideas of Ability 144
Psychosemantic model of the representation of abilities in consciousness 149
Literature 156
Chapter 7. GENERAL CREATIVE ABILITIES 158
Creativity and activity 158
The problem of creativity.
The Concept of Reducing Creativity to Intellect 170
Creative personality and her life path 173
Creativity and its diagnosis 185
J. Guilford and E. P. Torrance's concept of creativity 185
The concept of M. Vollach and N. Kogan 190
Concept by S. Mednik 193
"Theory of investment" R. Sternberg 198
Approach of V.N.Druzhinin and N.V. Khazratova 201
Literature 210
Chapter 8. DEVELOPMENT OF CREATIVE ABILITIES 213
Psychogenetics of creativity 213
Building creativity and learning 219
Learnability, creativity and intelligence 241
Literature 244
Chapter 9. STRUCTURE OF GENERAL ABILITIES 246
General Intelligence and School Performance 247
General intelligence and professional activity 250
General intelligence and creativity 252
"One-dimensional model" 254
General intelligence structure. Implicative Model 257
4D model 261
The dependence of academic performance on the level of development of individual
intellectual abilities 264
Literature. 266
AFTERWORD 268
APPENDICES 278
Diagnostics of the structure of intelligence (R. Amthauer's test) 278
Diagnostics of non-verbal creativity (short version of the Torrance test) 283
Diagnostics of mathematical intelligence (test of mathematical analogies) 312
Diagnostics of verbal creativity
(adaptation of S. Mednik's test - teenage and adult variants) 324
BASIC TERMS 349
