Preface to the first edition .................................................................. ......................... 3
Preface to the second edition .................................................................. ...................... five
Chapter 1
History of research and development of problems in the psychology of abilities. 7 Problems of general abilities (intelligence, learning, creativity).... 12
Literature................................................. ................................................. ... 15
Chapter 2
Factor models of intelligence .............................................................. ......................... 23
Ch. Spearman's model .............................................. ......................................... 24
Model L. Thurstone .................................................. ......................................... 27
J. Guildford's model.............................................. ............................................... 28
Model 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. DIAGNOSIS OF INTELLIGENCE .............................................. ...... 54
Psychometric remarks .................................................................. ......................... 54
Progressive matrices by J. Raven .............................................. ................ 61
D. Wexler'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 THE PSYCHE .............................................. .. 110
Psychophysiology of the intellect .................................................. ....................... 110
Model A. N. Lebedeva .............................................. ................................. 113
Functional asymmetry of the brain and abilities ............... 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 RESEARCH OF ABILITIES. IMPLICIT THEORIES OF ABILITIES ............... 138
Ordinary theories of personality and ideas about intelligence .................................... 138
Investigations into Ordinary Ideas of Ability .............................................. 142
Psychosemantic model of representation of abilities in consciousness..... 147
Literature................................................. ................................................. 154
Chapter 7. GENERAL CREATIVITY ............................................................. 156
Creativity and activity ............................................................... ............................. 156
The problem of creativity. The concept of reduction of creativity to intelligence .............................................. 168
creative personality and life path................................................. 171
Creativity and its diagnostics .............................................................. ...................... 183
The Concept of Creativity by J. Guildford and E. P. Torrens.................................. 183
The concept of M. Vollach and N. Kogan .......................................... .................... 188
The concept of S. Mednik. ................................................. ............................... 191
"Investment Theory" by R. Sternberg .............................................. ........... 196
Approach of V. N. Druzhinin and N. V. Khazratova .............................................. ......... 199
Literature................................................. ................................................. .208
Chapter 8
Psychogenetics of creativity .............................................................. ....................... 211
Formation of creativity and learning .............................................................. 217
Learning, creativity and intelligence .............................................. ...... 239
Literature................................................. ................................................. .242
Chapter 9
General intelligence and school performance .............................................................. .245
general intelligence and professional activity................................ 248
General intelligence and creativity .............................................................. ................. 250
"One-Dimensional Model" ............................................... ................................... 252
The structure of general intelligence. Implicative model .............................. 255
4D model ................. 259
Dependence of academic performance on the level of development of individual intellectual abilities .............................................................. ......................... 262
Literature.................. 264
AFTERWORD........ 266
APPENDICES ........... 276
Diagnosis of the structure of the intellect (R. Amthauer's test) .............................................. 276
Diagnosis of non-verbal creativity (short version of the Torrens test) ...... 281
Diagnostics of mathematical intelligence (test of mathematical analogies) ....... 310
Diagnosis of verbal creativity (adaptation of the test by S. Mednik - adolescent and adult versions) .... 322
BASIC TERMS.................................................................. ...................... 347
Other related news:
The purpose of this book is a presentation of the theoretical foundations of the psychology of the general abilities of a person (intelligence, learning, creativity). It analyzes the most famous and influential models of intelligence (R. Cattell, C. Spearman, L. Thurstone, D. Wexler, J. Gilford, G. Eysenck, E. P. Torrens, etc.), as well as data from the latest and classical experiments in the field of the study of general abilities, describes the modern tools for psychodiagnostics of intelligence and creativity. Attached are the original methodological developments laboratory headed by the author at the Institute of Psychology of the Russian Academy of Sciences. Informative richness, correct presentation, integrity of the author's scientific position will certainly attract the attention of everyone who is interested in psychology, pedagogy, sociology to this book.
General intellectual abilities.
The term "intelligence", in addition to its scientific meaning (which each theorist has his own), like an old cruiser with shells, has acquired an endless number of everyday and popularizing interpretations. Abstracting the works of the authors, which in one way or another concerned this subject, would take more than one hundred pages. Therefore, we will conduct a brief review and choose the most appropriate interpretation of the concept of "intelligence".
The main criterion for distinguishing the intellect as an independent reality is its function in the regulation of behavior. When they talk about intelligence as a certain ability, they primarily rely on its adaptive significance for humans and higher animals. Intelligence, as V. Stern believed, is a certain general ability to adapt to new living conditions. An adaptive act (according to Stern) is a solution to a life task carried out through action with a mental (“mental”) equivalent of an object, through “action in the mind” (or, according to Ya. A. Ponomarev, “in the internal plan of action”). Thanks to this, the subject solves a certain problem here and now without external behavioral trials, correctly and one-time: trials, testing of hypotheses are carried out in the “internal plan of action”.
TABLE OF CONTENTS
Preface to the third edition 3
From author 5
From author 7
Chapter 1. PROBLEMS OF THE PSYCHOLOGY OF ABILITIES 9
History of research and development of problems in the psychology of abilities 9
Problems of general abilities (intelligence, learning, creativity) 14
Literature 17
Chapter 2. GENERAL INTELLECTUAL ABILITIES 18
Factor Models of Intelligence 25
Model Ch. Spearman 26
Model L. Thurstone 29
Model J. Gilford 30
R. B. Cattell Model 31
Other hierarchical models (S. Barth, D. Wexler, F. Vernoy, L. Humphreys) 35
Monometric approach 37
Cognitive models of intelligence 41
Model R. Sternberg 42
Other cognitive models 47
The concept of mental experience M.A. Kholodnaya 49
Literature 54
Chapter 3. DIAGNOSIS OF INTELLIGENCE 56
Psychometric remarks 56
Progressive matrices J. Raven 63
D. Wexler 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. Lebedeva 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 RESEARCH OF ABILITIES. IMPLICIT THEORIES OF ABILITIES 140
Ordinary theories of personality and ideas about intelligence 140
Investigations into Ordinary Concepts of Ability 144
Psychosemantic model of representation of abilities in consciousness 149
Literature 156
Chapter 7. GENERAL CREATIVITY 158
Creativity and activity 158
The problem of creativity.
The concept of reducing creativity to intelligence 170
Creative personality and her life path 173
Creativity and its diagnostics 185
Concept of Creativity by J. Gilford and E. P. Torrens 185
The concept of M. Vollach and N. Kogan 190
Concept by S. Mednik 193
"Investment Theory" by R. Sternberg 198
The approach of V. N. Druzhinin and N. V. Khazratova 201
Literature 210
Chapter 8. DEVELOPING CREATIVITY 213
Psychogenetics of creativity 213
Formation of 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
The structure of general intelligence. Implicative Model 257
4D model 261
The dependence of academic achievement on the level of development of individual
intellectual abilities 264
Literature 266
AFTERWORD 268
APPS 278
Diagnosis of the structure of intelligence (R. Amthauer test) 278
Diagnosis of non-verbal creativity (short version of the Torrens test) 283
Diagnostics of mathematical intelligence (test of mathematical analogies) 312
Diagnostics of verbal creativity
(adaptation of the test by S. Mednik - adolescent and adult versions) 324
BASIC TERMS 349.
Psychology of general abilities. Druzhinin V.N.
3rd ed. - St. Petersburg: 2007. - 368 p.
The purpose of this book is a presentation of the theoretical foundations of the psychology of the general abilities of a person (intelligence, learning, creativity). It analyzes the most famous and influential models of intelligence (R. Cattell, C. Spearman, L. Thurstone, D. Wexler, J. Gilford, G. Eysenck, E.P. Torrens, etc.), as well as data from the latest and classical experiments in the field of the study of general abilities, describes the modern tools for psychodiagnostics of intelligence and creativity.
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TABLE OF CONTENTS
Preface to the third edition 3
From author 5
From author 7
Chapter 1. PROBLEMS OF THE PSYCHOLOGY OF ABILITIES 9
The history of research and the development of problems in the psychology of abilities ... 9
Problems of general abilities (intelligence, learning, creativity) 14
Literature 17
Chapter 2. GENERAL INTELLECTUAL ABILITIES 18
Factor Models of Intelligence 25
Model Ch. Spearman 26
Model L. Thurstone 29
Model J. Gilford 30
R. B. Cattell Model 31
Other hierarchical models
(S. Barth, D. Wexler, F. Vernoy, L. Humphreys) 35
Monometric approach 37
Cognitive models of intelligence 41
Model R. Sternberg 42
Other cognitive models 47
The concept of mental experience M.A. Kholodnaya 49
Literature 54
Chapter 3. DIAGNOSIS OF INTELLIGENCE 56
Psychometric remarks 56
Progressive matrices J. Raven 63
D. Wexler 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. Lebedeva 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 RESEARCH OF ABILITIES. IMPLICIT THEORIES OF ABILITIES 140
Ordinary theories of personality and ideas about intelligence 140
Investigations into Ordinary Concepts of Ability 144
Psychosemantic model of representation of abilities in consciousness 149
Literature 156
Chapter 7. GENERAL CREATIVITY 158
Creativity and activity 158
The problem of creativity.
The concept of reducing creativity to intelligence 170
Creative personality and her life path 173
Creativity and its diagnostics 185
Concept of Creativity by J. Gilford and E. P. Torrens 185
The concept of M. Vollach and N. Kogan 190
Concept by S. Mednik 193
"Investment Theory" by R. Sternberg 198
The approach of V. N. Druzhinin and N. V. Khazratova 201
Literature 210
Chapter 8. DEVELOPING CREATIVITY 213
Psychogenetics of creativity 213
Formation of 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
The structure of general intelligence. Implicative model 257
4D model 261
The dependence of academic achievement on the level of development of individual
intellectual abilities 264
Literature.266
AFTERWORD 268
APPS 278
Diagnosis of the structure of intelligence (R. Amthauer test) 278
Diagnosis of non-verbal creativity (short version of the Torrens test) 283
Diagnostics of mathematical intelligence (test of mathematical analogies) 312
Diagnostics of verbal creativity
(adaptation of the test by S. Mednik - adolescent and adult versions) 324
BASIC TERMS 349
V. N. Druzhinin
Psychology of general abilities.
Preface to the third edition
It can be generally recognized that the main difficulty in the development of ability research is related to the definition of what abilities are. At the everyday, pre-scientific level, the understanding of abilities, it would seem, does not present difficulties. However, the scientific development of the problem of abilities is still to some extent dominated by the opinions that have developed in the previous period. Ever since the time of Aristotle and medieval scholasticism, abilities were considered as some hidden "qualities", "powers", "essences", etc. There is some element of mystery behind the abilities.
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 ability can be defined as any mental and physical property individual, taken from the point of view of his practical application(implementation)”, then 20 years later the Soviet psychologist B. M. Teplov wrote: “I do not intend to give a general theory of giftedness, I do not even propose to develop any hypothesis about what such a theory should be. This is currently not feasible. Moreover, any attempts to compose theories or hypotheses about the nature of giftedness with the stock of positive knowledge that we now possess are harmful. 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 only just starting to do this, and the scientifically processed material that we have is still very small.
Another well-known Soviet psychologist, S. L. Rubinshtein, wrote at the same time: “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.
The monograph by V. N. Druzhinin, devoted to the problem of general abilities, was prepared as part of the project “Individualization of education curriculum secondary school” and published in 1995. After that, it was published twice and received the most favorable assessment both from the academic community and from practical educators.
This book contains unique material on the characteristics of the main approaches to the study of general intellectual abilities with a deep author's interpretation and assessment. The author considers theoretical and experimental diagnostic approaches to understanding the essence and structure of intelligence, creativity and its diagnostics, development creativity.
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 anyone interested in psychology.
Doctor psychological sciences, Professor,
Academician of the Russian Academy of Education V. D. Shadrikov
April, 2006
This book is based on a course of lectures that I read at the Faculty of Psychology of Moscow State University. Lomonosov and faculty primary school LNA.
However, I tried not to engage in popularization, explaining the “basics”, etc. This book is part of an ongoing dialogue between members of the professional community. It is mainly written for psychologists and for students of 4-5 courses. I have tried to state the facts, resorting to theoretical interpretations only as necessary. Whether this measure has been observed is for the reader to judge.
The existence and development of the psychology of abilities as scientific direction domestic psychology in Soviet period we are primarily indebted to B. M. Teplov and his school. It is impossible not to pay tribute to the conscientiousness of the researchers, the wealth of actual results and methodological findings.
The second name is the name of K. K. Platonov, whose book “Problems of Ability” has long been the main guide for teachers and practicing psychologists. Although K. K. Platonov was more of a popularizer than a theoretician, and more of 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 ability is very great.
In the 60s and 70s research in the field of psychology of abilities, it was divided into a number of particular areas: the study of mathematical, mental, literary and other abilities. In this regard, 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 contributed to the development of the problems of psychology and psychodiagnostics of abilities. Some of this is done in the book. The authors whose work I, by chance or ignorance, have not mentioned, I hope will forgive me.
The book is devoted, as the title implies, to the problems of psychology and psychodiagnostics of general abilities, therefore it does not contain a presentation of research and development in the field of psychology. special abilities, psychology of professional abilities, etc. Less attention than we would like is paid to the general problems of psychodiagnostics. Practically failed to highlight the problem of learning. The author is not an expert in this field, but the works of domestic and foreign educational psychologists contain enough relevant information.
The author would like to thank post-graduate students and staff members 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. Voronina, T. V. Galkina, N. M. Gnatko, E. Yu. Samsonova, N. V. Khazratov, L. G. Khusnutdinov, A. E. Chernina, F. M. Yusupova.
I would especially like to thank A. B. Barsukova and E. V. Tolokonnikova for their help in preparing the manuscript for publication.
It can be generally recognized that the main difficulty in the development of ability research is related to the definition of what abilities are. At the everyday, pre-scientific level, the understanding of abilities, it would seem, does not present difficulties. However, the scientific development of the problem of abilities is still to some extent dominated by the opinions that have developed in the previous period. Ever since the time of Aristotle and medieval scholasticism, abilities were considered as some hidden "qualities", "powers", "essences", etc. There is some element of mystery behind the abilities.
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, ability can be defined as any mental and physical property of an individual, taken from the point of view of its practical application ( implementation)”, then 20 years later the Soviet psychologist B. M. Teplov wrote: “I do not intend to give a general theory of giftedness, I do not even propose to develop any hypothesis about what such a theory should be. This is currently not feasible. Moreover, any attempts to compose theories or hypotheses about the nature of giftedness with the stock of positive knowledge that we now possess are harmful. A general theory should be created as a result of a lot of work on the study of specific facts and particular patterns. In the study of giftedness, Soviet psychology is only just starting to do this, and the scientifically processed material that we have is still very small.
Another well-known Soviet psychologist, S. L. Rubinshtein, wrote at the same time: “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.
The monograph by V. N. Druzhinin, devoted to the problem of general abilities, was prepared in the framework of the project “Individualization of Education Based on the Personally-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 practical educators.
This book contains unique material on the characteristics of the main approaches to the study of general intellectual abilities with a deep author's interpretation and assessment. The author considers theoretical and experimental diagnostic approaches to understanding the essence and structure of the intellect, creativity and its diagnostics, and 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 anyone interested in psychology.
Doctor of Psychology, Professor,
Academician of the Russian Academy of Education V. D. Shadrikov
April, 2006
Moscow
This book is based on a course of lectures that I read at the Faculty of Psychology of Moscow State University. Lomonosov and the Faculty of Primary School of Moscow School of Management.
However, I tried not to engage in popularization, explaining the “basics”, etc. This book is part of an ongoing dialogue between members of the professional community. It is mainly written for psychologists and for students of 4-5 courses. I have tried to state the facts, resorting to theoretical interpretations only as necessary. Whether this measure has been observed is for the reader to judge.
We owe the existence and development of the psychology of abilities as a scientific direction of Russian psychology in the Soviet period primarily to B. M. Teplov and his school. It is impossible not to pay tribute to the conscientiousness of the researchers, the wealth of actual results and methodological findings.
The second name is the name of K. K. Platonov, whose book “Problems of Ability” has long been the main guide for teachers and practicing psychologists. Although K. K. Platonov was more of a popularizer than a theorist, and more of 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 the psychological and applied problems of abilities is very great.
In the 60-70s, research work in the field of the psychology of abilities was divided into a number of particular areas: the study of mathematical, mental, literary and other abilities. In this regard, 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 contributed to the development of the problems of psychology and psychodiagnostics of abilities. Some of this is done in the book. The authors whose work I, by chance or ignorance, have not mentioned, I hope will forgive me.
The book is devoted, as the title implies, to the problems of psychology and psychodiagnostics of general abilities, therefore, it does not contain a presentation of research and development in the field of psychology of special abilities, psychology of professional abilities, etc. Less attention than we would like is paid to general problems of psychodiagnostics. Practically failed to highlight the problem of learning. The author is not an expert in this field, but the works of domestic and foreign educational psychologists contain enough relevant information.
The author would like to thank post-graduate students and staff members 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. Voronina, T. V. Galkina, N. M. Gnatko, E. Yu. Samsonova, N. V. Khazratov, L. G. Khusnutdinov, A. E. Chernina, F. M. Yusupova.
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 commercial motivation that is now natural for a Russian scientist, the following considerations prompted me to prepare the second edition. Firstly, 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 the psychology of abilities, creativity, intelligence . The Laboratory for the Psychology of Abilities of the Institute of Psychology of the Russian Academy of Sciences, headed by the author of this book, was also actively working in this direction. In addition, fundamental monographs by V. D. Shadrikov, V. S. Yurkevich, E. A. Golubeva, M. A. Kholodnaya and other authors, as well as collective works edited by N. A. Leites, D. B. Bogoyavlenskaya, which complement and indirectly argue with the content of the book brought to your attention.
Secondly, I took into account the critical remarks made by my colleagues and made corrections to the text, and a number of chapters were completely rewritten and supplemented with new material. I also excluded a number of unjustifiably categorical assessments and conclusions that were present in the text of the first edition: tolerance, unfortunately, comes only with age.
In 1996, the publishing house "Academy" published the book "Psychodiagnostics of General Abilities", which is an abbreviated (by about one third) version of the first edition of "Psychology of General Abilities". Her text contains the same shortcomings, which I already wrote about above.
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