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подростка к проявлению отклонений, их учёт и дальнейшая коррекционная
работа позволит вывести подростков, склонных к девиантному поведению, на
правильные пути формирования и развития.
Литература:
1. Поливанова К.Н. Психология возрастных кризисов / К.Н. Поливанова –
Москва:Академия, 2000 – 184с.
2. Выготский Л.С. Собрание сочинений в 6т. / Л.С. Выготский. – Москва:
Педагогика, 1984.-Т.4 – 432 с.
3. Эльконин Б.Д. Введение в психологию развития / Эльконин Б.Д. –
Москва:Академия,1995. – 67с.
4.Леонтьев А.Н. Деятельность. Сознание. Личность. М.: Смысл; Изд.
Центр «Академия», 2004. – 98 с.
5. Эриксон Э. Идентичность: юность, кризис. / М., 1996. – 155с.
6. Решмидт Х. Подростковый и юношеский возраст. Проблемы
становления личности / Х.Решмидт. – Москва: Мир,1994. – 294 с.
7. Шерьязданова Х. Т., Дусманбетов Г. А. Казахстанский подросток:
движение в зону риска. Вестник Университета «Кайнар», № 3, 2001. с. 79-93.
THEORETICAL VIEW ON THE PSYCHOLOGICAL STRUCTURE OF
INTELLECTUAL ABILITIES
Ashirbayeva Nazilya N.
Kazakh National Pedagogical University named after Abay, Almaty c.
Naz8383@list.ru
The concept of intelligence in psychology, have been subjected to controversy
and criticism. The largest study it received in psychology and philosophy, partly in
medicine. However, despite all the advances in this area, the problem of intelligence
and intellectual abilities is controversial and is not solved at the moment. In support
of this, scientists have not yet come to a consensus on the definition of "intelligence",
although they operate in many sciences. The many facets of intelligence - it's one of
the reasons that theorists find it difficult to define this phenomenon.
INTELLIGENCE (Latin intellectus - mind , mind , mind ) - in a general sense,
the ability to think , in epistemology - the ability to mediated, abstract cognition,
which includes features such as comparison, abstraction, concept formation,
judgment, reasoning , directly opposite types knowledge - sensual and intuitive, in
psychology - rational subordinate laws of logic thinking; opposes unsustainable areas
of the psyche - the emotions, imagination, will, etc. [1 ]. In a large psychological
encyclopedia the following definition is given: "Intelligence - general thinking
capacity that allows to overcome the difficulties in new situations " [2]. From this it
follows that the concept of "intelligence" is closely associated with the concept of
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"ability". "Ability" - one of the most common psychological concepts. S. Rubinstein
for the ability to understand: " ... complex synthetic education, which includes a
variety of data, without which a man would not be able to any particular activity, and
properties that are only defined in the organized activities are developed "[3].
In psychology, in general, there are two points of view on the nature of
intelligence. The first is that there is a single (common) factor of intellectual abilities,
by which to judge about intelligence in general. Object of study in this case are the
mental mechanisms that determine intelligent human behavior, its adaptability to the
surrounding reality, as well as the interaction of its internal and external worlds (C.
Spearman, E. Hunt, R. Sternberg, GY Eysenck). An example of the theory is the
integrity of intellectual abilities theory of computation intelligence quotient
('intelligent quotient' - IQ).
The second point of view on the nature of intellectual abilities suggests the
presence of many components of intelligence that are not dependent on each other (J.
Guilford, M.A. Cold, L. Thurstone, G. Gardner). Researchers give different
classifications based on different principles.
So, based on G. Gardner proposed a theory of individual potential multiplicity
of intellectual abilities, which include:
• linguistic abilities (verbal comprehension - the ability to understand and
reveal the meaning of texts and words; fluency - the ability to quickly find a word by
specific criteria);
• logical-mathematical abilities;
• spatial ability (the ability to create in the mind of the spatial location of the
object model and use this model );
• naturalistic abilities;
• musical abilities ;
• body - kinesthetic ability (ability to solve problems and to shape the product,
using the body (such as dancers do));
• interpersonal ability ( the ability to understand the motives of others, and
know how to work with people );
• intrapersonal ability (the ability to form a correct model of yourself and use
this model for successful functioning in everyday life ). [4]
M.A. Cold identifies four main aspects of the functioning of intelligence that
characterize four types of intellectual abilities: the ability of convergent , divergent
abilities (or creativity) , learning and cognitive styles. [5]
Convergent abilities manifest themselves in terms of the efficiency of
information processing, primarily in terms of accuracy and speed of finding the only
possible (regulatory) response in accordance with the requirements of a given
situation.
Divergent abilities (creativity) - the ability to generate a wide variety of
original ideas in terms of ad hoc activities. The criteria for considering creativity
complex intellectual activity of certain properties, such as fluency of ideas,
originality, unusual sensitivity to detail and metaphorical thinking. Studying the
dependence of the level of intelligence of the creative potential of individuals, it is
concluded that high intelligence is a prerequisite for creative achievements. At the
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