Intelligence and its development in the pedagogical process. The concept of mental experience by M.A. Kholodnaya

Mental structures form the basis of individual mental experience. The reasons for certain decisions and subsequent actions are located precisely in the structure of individual mental experience. How information will be processed, how a person will solve problems, what solutions to formulate, depends on the unique structure and composition of individual mental experience.
Mental experience is an individual mental reality that determines the properties of a person’s intellectual activity. Mental experience is a system of mental structures, mental representations, and what is generated by these structures. mental space.
It is the uniqueness of mental experience, the features of its composition and structure that predetermine the quality of intellectual activity, the nature of the intellectual reflection of the surrounding reality. In conditions of a low level of formation of mental structures, any information impact will be “buried in the silence of individual experience”1. On the contrary, a well-organized, rich mental experience allows you to perceive, combine, and transform diverse information, generating ideas and constructing productive solutions.
This is where the concept of “intelligence”2 arises. According to its status, intelligence is a special form of organization of individual mental experience in the form of existing mental structures and the mental space generated by them and the mental representations of what is happening within this space”3.

THIS IS INTERESTING
Models of intelligence
Ch. Spearman's three-factor hierarchical model
C. Spearman believed that the productivity of any intellectual work is determined by three factors: general mental ability - Spearman's general factor G; group abilities - verbal B, arithmetic A, mechanical M factors; special abilities - factors S (operations).
Factor G is a general “mental energy” that really exists, has a number of properties, which affects the success of any intellectual activity.
Group abilities - linguistic (verbal), mechanical (spatial-dynamic) and mathematical factors*.
Special abilities - thinking operations (comparison, analysis, synthesis, justification).
R. Sternberg's cognitive model of intelligence
The concept of intelligence by the American psychology professor Robert Sternber became most famous in the 90s of the 20th century.

ha. The essence of his approach is the reduction of intelligence to the characteristics of cognitive processes. The scientist identified three types of cognitive components of intelligence responsible for processing information. Metacomponents are management processes that regulate information processing processes:
a) the ability to “see”, realize, formulate problems;
b) the ability to represent the problem;
c) justify the strategy for solving the problem;
d) control the execution of the task. Executive components - thinking operations: comparison, analysis, synthesis, justification. Components of knowledge acquisition - selective encoding, selective combination, selective comparison. The main thing in cognition is the ability to select meaningful information and combine it into a consistent whole.
H. Gardner's theory of multiple intelligences
In his work “Structures of the Mind,” the classic modern psychology American scientist Howard Gardner first formulated the theory of multiple intelligences. According to this theory, there are at least seven objectively measurable categories of intelligence. Logical-mathematical - determines the ability to explore, classify categories, identify relationships between symbols and concepts (mathematician, logician, physicist). Verbal-linguistic - determines the ability to use language to convey information (poet, writer, editor, journalist). Spatial - determines the ability to perceive and manipulate objects in the mind, perceive and create visual compositions (architect). Musical - determines the ability to perform, compose, or enjoy music. Bodily-kinesthetic - determines the ability to use motor skills in sports, performing arts, manual labor(dancer, athlete). Social - determines the ability to empathize with others (teacher). Intrapersonal - determines the ability to understand oneself and other people (psychologist).

The article presents the results of a study of the relationship between mental experience and divergent productivity. The purpose of the study is to identify the self-actualization structure as a personal-semantic disposition of subjects with high creative potential. The study involved 289 people (23% men, 77% women). The discovered reliable relationships and differences made it possible to clarify the significance of mental experience in the formation of the phenomenon of creativity. It is shown that the statistical rarity of an idea depends on the level of complexity of the conceptual system. In the absence of reliance on a visual stimulus, a high level of productivity is due to a more complex abstract-figurative categorization of the conceptual system, including symbolic-semantic constructs, a kind of conceptual language of non-verbal intelligence. In conditions of reliance on a visual stimulus, a high level of productivity is due to a large number of implicit associative connections between elements that are not included in the initial image of the problem situation.

metacognitive style

conceptual system

mental experience

divergent productivity

creativity

1. Barysheva T.A. Psychological structure and development of creativity in adults: dis...doc. pskh, sciences. -SPb. 2005. - 360 p.

2. Bekhtereva N.P. The magic of the brain and the labyrinths of life. M.: AST. 2007. pp. 68-69

3. Luria A.R. Language and consciousness / [ed. E. D. Chomskoy]. M.: Moscow. univ., 1979. 320 p.

4. Khersonsky B.G. Pictogram method in psychodiagnostics. St. Petersburg: Sensor, 2000. 128 p.

5. Kholodnaya M.A. Cognitive styles. On the nature of the individual mind / – 2nd ed. – St. Petersburg. Peter, 2004. 384 p.

6. Kholodnaya M.A. Psychology of intelligence: paradoxes of research / - 2nd ed., revised. and additional – St. Petersburg. Peter, 2002. 272 p.

The scientific desire to understand the nature and mechanisms of creative productivity is dictated by current problems modern social life, one of which is the humanization of society, in the center of the plans and concerns of which is a person with his potential and capabilities, as well as the conditions for their full disclosure and implementation.

One of the latest trends in modern psychological science, based on the works of humanistic psychologists (G. Allport, K. Rogers, A. Maslow, V. Frankl, etc.) and the classical works of Russian psychology (L.S. Vygotsky, A.V. Brushlinsky, S.L. Rubinshtein, B.G. Ananyev, A.N. Leontiev, V.N. Panferov), is the convergence of natural scientific and humanistic paradigms in the study of mental phenomena. As part of this rapprochement, the focus of scientific attention is focused on the personality and its psyche as a non-disjunctive unity.

In this vein, creativity as a mental phenomenon is a complex system formation (T.A. Barysheva), on the one hand, conditioned by the functionality of the operational system, on the other hand, by the conceptual system (worldview, personal meaning) as a necessary condition adaptation in conditions of increasing complexity of the social environment. It is personal meaning that determines life choice ways to achieve a goal (V. Frankl), and, ultimately, determines the success of self-realization on the path of life (K.A. Abulkhanova, V.H. Manerov, E.Yu. Korzhova, etc.).

Purpose and hypothesis of the study. The purpose of the study is to identify the self-actualization structure as a personal-semantic disposition of subjects with high creative potential. The hypothesis assumed that the configuration of the structure of the personal-semantic disposition determines the characteristics of the conceptual system and the direction of self-actualization of the individual.

Research methods. The study used methods for assessing the level of divergent productivity: the “Nonverbal Creativity” subtest by E.P. Torrens; originality/stereotype scale of the “Pictograms” methodology by A.R. Luria - B.G. Kherson; methods for assessing mental experience: G. Eysenck’s intelligence test (allowing one to identify and evaluate “partial”, according to V.N. Druzhinin, intellectual factors: verbal, non-verbal, mathematical); “Included Figures” technique K.B. Gottschaldt; method “Establishing patterns” B.L. Pokrovsky.

Research results. At the first stage of the study, a correlation analysis of indicators of mental experience and divergent productivity was carried out, as a result of which statistically significant correlation coefficients between indicators were identified nonverbal intelligence And uniqueness drawing of the “Pictograms” technique (r = 0.243 at p ≤0.01), as well as between indicators development drawing and indicator logindependence(r = 0.226 at p ≤0.01). We also note that there were no significant correlation coefficients between indicators of mental experience and divergent productivity obtained under conditions of relying on a visual stimulus, that is, when performing the “Nonverbal Creativity” subtest by E.P. Torrens, not identified.

The presence of correlations when performing the task of the “Pictograms” technique, and at the same time its absence when performing the task of the Torrance technique, indicate that different cognitive structures are activated in the process of performing tasks. In the absence of reliance on a visual fragment of the image, as suggested by the “Pictogram” technique, the non-verbal component of conceptual representations is more activated. Moreover, the generation of a non-standard idea in the absence of clarity is due to a more complex differentiation and integration of individual conceptual schemes, since the construction of a “pictogram” is closest to the operation of defining a concept and revealing its meaning. According to A.R. Luria, the process of constructing an image lies in the mental system of coding the concept. The main feature of the mental operation necessary to complete the task is that, on the one hand, the meaning of the word is always wider than the chosen image, on the other hand, the picture is also wider than the meaning of the word, the coincidence takes place only on a certain interval, the general semantic field of the concept and drawing. Revealing the meaning of a concept through an image, in particular with the help of an image, forces us to dwell at least briefly on the relationship between the verbal and figurative components in conceptual thinking. Moreover, in order to non-stereotypically express an abstract concept in a symbolic image, it is necessary to first highlight the quintessence of this concept, its basic essence, therefore, the image symbolically presented and expressed in the drawing will reflect both the personal meaning and the degree of differentiation and integration of the cognitive scheme. Thus, the statistical rarity of an idea when performing a task in the “Pictograms” technique is due to a more complex abstract-figurative categorization of the conceptual system, including symbolic-semantic constructs, a kind of conceptual language of non-verbal intelligence.

When performing a task with the initially specified stimulus frames of the E.P. subtest. Torrance, it is not semantic constructs that are activated to a greater extent, but associative connections between the elements of the image and its holistic representation, which is supported by non-verbal formal-figurative constructs of mental experience. Moreover, when relying on fragments of the image, statistically rare ideas were produced by those subjects who were able to mentally identify the implicit elements of the image and discover associative connections between constructs existing in mental experience. In other words, they were able to go beyond the influence of the stimulus and discover connections that were not included in the initial image of the problem situation, which is typical for a more complex abstract conceptual system. Thus, according to O. Harvey, D. Hunt and H. Schroder, the difference between “abstract” and “concrete” conceptual systems is manifested in the degree of “stimulus dependence” in which the responding individual is able or unable to go beyond its limits.

According to M.A. Cold, the increase in the conceptual complexity of the conceptual system is associated not only with an increase in the differentiation of concepts and connections between them, but also with the expansion of the mental-subjective space of possible combinatorial alternatives. Note that the last remark is true regarding operations with formal-figurative cognitive constructs when performing tasks of the Torrance subtest, the support base of which is the initial differentiation of explicit and implicit signs of an object and their connections. Implicit signs are not ignored by consciousness, as in the case of a specific conceptual system, but are implicitly contained in it, thereby providing variability in combinations of elements and newly emerging associations.

The results of data factorization (after rotation) are presented in Table 1.

Table 1

Factor matrix of divergent productivity and cognitive indicators

Indicators	Factor 1	Factor 2	Factor 3
Uniqueness of the drawing using the “Pictogram” method (P.U.)
Originality of the drawing using the “Pictogram” method (P.O.)
Development of a drawing using the “Pictogram” method (P.R.)
The uniqueness of the drawing according to the Torrens method (T.W.)
Originality of the drawing using the Torrens method (T.O.)
Development of the drawing using the Torrens method. (T.R.)
Field independence (PNZ)
Associative thinking (A.M.)
Verbal Intelligence (V.I.)
Nonverbal intelligence (N.V.I.)
Mathematical Intelligence (M.I.)
Total Intelligence Quotient (IQ)
*% total variance*	*27,957*	*22,791*	*12,895*

As can be seen from the table, all indicators of mental experience were included in the main factor with high positive loadings (with 27.95% of the total variance). Field independence(0,570), associative thinking (0,649), verbal intelligence (0,776), nonverbal intelligence (0,647), mathematical intelligence(0.783). Intelligence indicators turned out to be correlated, firstly, with the speed indicator of perception and the establishment of associative connections between abstract schemes ( associative thinking), secondly, with a high level of metacognitive control ( field independence), suggesting a high level of mental manipulation of perceptual constructs (discretion of a simple figure in a complex one). Thus, the main factor demonstrates the general abilities of the subjects and can be designated as convergent productivity.

The second factor, which explains 22.79% of the total variance, includes indicators of divergent productivity obtained using both methods, with high positive loadings - uniqueness pictograms (0.805), originality pictograms (0.725), uniqueness picture of the Torrance subtest (0.880), originality subtest drawing. This factor can be designated as divergent productivity.

Note also that the metacognitive style is field independence, by definition acting as a mechanism of involuntary intellectual control, fell into the factor of general abilities. This is explained, first of all, by the fact that the method of identifying this cognitive style diagnoses to a greater extent the selectivity of attention, as well as such properties of thinking as analysis and synthesis. It should be noted that many researchers have come to the same conclusion: “cognitive style field dependence/field independence is not a style formation, but rather a manifestation of spatial abilities, fluid or general intelligence” (P. Vernon, T. Weideger, R. Knudson, L. Rover, F. McKenna, R. Jackson, J. Palmer and others).

The third factor includes the indicator development pictograms (0.818) and development picture of the Torrance subtest (0.831), which indicates the autonomy of this indicator regarding divergent productivity and mental experience. The resulting correlation between the indicator development drawing with an indicator of metacognitive style field independence(r = 0.226 at a significance level of p ≤0.01) indicates that in the process of manipulating perceptual schemes ( field independence) and elaboration of the architecture of the drawing, general cognitive structures are activated, which are responsible, for example, for: detailing, structuring the image, eye, which are necessary both in working with geometric diagrams and in the process of visual activity.

It should also be noted that the results of our study confirm the existence of a threshold of 115-120 IQ established by many authors (E.P. Torrens, A. Christiansen, K. Yamamoto, D. Hardgreaves, I. Boltoni, etc.), above which the test score intelligence and divergent productivity become independent factors, in other words, intellectual activity is a necessary but insufficient condition for the productivity of thinking.

As is known, the level of intelligence, subject to the normal formation of brain structures, mainly depends on the functionality of the operating system, accumulated experience (level of erudition), and on the level of differentiation - integration of this experience, which determines the quality of the conceptual system. Higher mental functions act as tools, and erudition is a base of reference data through which competencies are formed, which ultimately determines the adaptive function of the intellect. While divergent thinking is activated in conditions of insufficient support base (available solutions do not satisfy the request), the emerging need to transform the initial data and acts as a mental superstructure (compensatory mechanism).

The brain works on the principle of efficient use of energy (K. Pribram, N.P. Bekhtereva), information is differentiated, integrated, categorized, and also subjectively filtered according to the principle of significant-insignificant, useful-useless, based on individual experience. Implicit cues are not useful on their own but can be useful in combination with other elements, however possible connections implicit and statistically less probable than those already present in experience; intention and their awareness, and then verification, require a large expenditure of energy. Therefore, the convergent thought process is directed along the path of least resistance - the establishment of explicit associative connections between concepts and the enumeration of variants of accumulated algorithms. In this case, those with high functionality operating system and a high level of erudition.

The divergent thought process involves both the analysis of obvious signs and intention, and the enumeration of all possible combinations of implicit signs of an object, the establishment of distant associative connections, and the choice of the most relevant solution option from the entire range of conceptual representations. In this case, as noted above, those who have a more abstract conceptual system are more successful.

As M.A. Kholodnaya points out, the productivity of thinking is expressed in a joint convergent-divergent process. Based on many years of research, N.P. Bekhtereva writes: “ Stereotypical thinking- a basis for the non-stereotypical, as if freeing up space and time for it.” Consequently, the difference in the quality of the thought process is due to both the specificity of the conceptual system and the mechanisms of its formation.

As noted by O. Harvey, D. Hunt and H. Schroder specific the conceptual system is characterized by limited and static methods of categorization, that is, during initial differentiation, implicit signs, as well as the connections between them, are either consciously or unconsciously ignored. “Ego” controls the inviolability of such a conceptual system since “... the severance of conceptual connections between the subject and the objects with which he interacts will contribute to destruction.” I", the destruction of that spatial and temporal support on which all determinations of its existence depend” (Harvey, Hunt, Schroder, 1961, p. 7).

Abstract the conceptual system is characterized by minimizing the conditionality of the categorization of object criteria; implicit signs and equally implicit connections can be realized, but are in a latent state until required. The “ego” adheres to an unbiased position, but in this case it is very vulnerable, since it does not have strong support and clear guidelines. The instability of the internal picture of the world can cause intrapersonal conflict. It is possible to prevent the destruction of the “I” only through the development of a sufficiently strong personal-semantic disposition based on high self-control, sensitivity to the internal and external world, and relative independence from the opinions and criticism of society.

Thus, the results obtained allow us to make the following conclusions:

The statistical rarity of the idea of a drawing is determined by a more complex conceptual system (abstract).
In the absence of reliance on a visual stimulus, a high level of productivity is due to a more complex abstract-figurative categorization of the conceptual system, including symbolic-semantic constructs, a kind of conceptual language of non-verbal intelligence.
In conditions of reliance on a visual stimulus, a high level of productivity is due to a large number of implicit associative connections between elements that are not included in the initial image of the problem situation.
The results of the study confirmed the isolated E.P. Torrance and an intellectual threshold supported empirically by many researchers (IQ 115-120) above which divergent productivity and intelligence become independent factors.
The indicator of the development of a drawing is independent of the level of divergent productivity; the correlation between the cognitive style of field independence and the elaboration of the architecture of the drawing indicates the activation of general cognitive structures in the process of completing tasks.

Reviewers:

Zimichev A.M., Doctor of Psychology, Professor, Professor of the Department of General Psychology of the St. Petersburg Institute of Psychology and Acmeology, St. Petersburg.

Korzhova E.Yu., Doctor of Psychology, Professor, Head of the Department of Human Psychology, Russian State Pedagogical University. A.I. Herzen, St. Petersburg.

Bibliographic link

Zagornaya E.V. RELATIONSHIP OF MENTAL EXPERIENCE AND DIVERGENT PRODUCTIVITY WITHIN THE FRAMEWORK OF RESEARCH OF PERSONAL-MEANING DISPOSITION // Modern problems of science and education. – 2014. – No. 6.;
URL: http://science-education.ru/ru/article/view?id=15664 (access date: 03/27/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

Abstract of the dissertation on the topic "Cognitive mental structures as a factor in the organization of individual mental experience"

As a manuscript

Degteva Tatyana Alekseevna

COGNITIVE MENTAL STRUCTURES

AS A FACTOR IN THE ORGANIZATION OF INDIVIDUAL MENTAL EXPERIENCE

19.00.01.- general psychology, personality psychology, history of psychology

dissertation for the degree of candidate of psychological sciences

The work was carried out in the laboratory of general psychology of the State Scientific and Educational Center of the Russian Academy of Education

Scientific supervisor: candidate of psychological sciences, associate professor

Vlasova Oksana Georgievna

Official opponents:

Doctor of Psychology, Professor Semenov Igor Nikitovich

Leading organization: Stavropol State University

The defense will take place on December 23, 2006 at a meeting of the dissertation council D 008.016.01 at the State Scientific and Educational Center of the Russian Academy of Education at the address: 354000 Sochi, st. Ordzhonikidze, 10 a.

The dissertation can be found in the library of the State Scientific and Educational Center of the Russian Academy of Education

Candidate of Psychological Sciences, Associate Professor Tatyana Nikolaevna Shcherbakova

Scientific secretary of the dissertation council, candidate of psychological sciences, associate professor

O.V. Nepsha

GENERAL DESCRIPTION OF WORK

The relevance of research. The intellectual potential of the population is the most important condition progressive development of society. The key trend of our time is the growing need for the subject to “learn to learn,” which implies an expansion of individual mental experience.

A person’s perception of reality and the effectiveness of his actions in it are largely determined by individual mental experience, based on cognitive mental structures. In this regard, the problem of mental organization of cognitive mental structures and mental experience in general rises to one of the central places in psychology. Currently, it is becoming important to reveal the general, holistic functioning of mental experience and identify the specificity and originality of the development of individual cognitive mental structures in age and individual terms.

The organization of mental experience as a subject of scientific research appears as a set of diverse problems that are reflected in the works of domestic and foreign specialists in the field of cognitive psychology, personality psychology and developmental psychology.

In a vast array of cognitive studies, the problem of organizing mental experience is presented in approaches to the study of individual mental processes and structures: memory (A.A. Smirnov, A.R. Luria, P.P. Blonsky); thinking (J. Piaget, B. Inelder, I.S. Yakimanskaya, E.D. Khomskaya, M.A. Kholodnaya); attention (F.N. Gonobolin, V.I. Sakharov. N.S. Leites. P.Ya. Galperin).

The main directions of modern empirical research on cognitive structures in the context of mental experience are:

Description of integral symptom complexes and the cognitive structures included in them (E.A. Golubeva, I.V. Ravich-Shcherbo, S.A. Izyumova, T.A. Ratanova, N.I. Chuprikova, M.K. Kabardov, E.V. Artsishevskaya, M.A. Matova);

Identification of individual differences in intellectual abilities and cognitive styles (N. Bailey, J. Block, K. Warner, G.A. Berulava);

Analysis of level organization mental functions and when-

Misha structures (B.G. Ananiev, J. Piaget, J.G. Mead, X. Werner, D..\. Flyell, M.L. Kholodnaya, V.D. Shadrikov);

Studying the dynamics of cognitive mental processes in gays during specially organized training (J. Bruner, J.V. Zapkov, D.B. Elkoppn, V.V. Davydov);

Determining the influence of motivation on the success of assimilation of information (L.I. Bozhovich, L.K. Markova, M.V. Matyukhiia);

Identification of conditions for the development of cognitive abilities (A. -N. Pere-Clermeau, G. Muny, U. Duaz, A. Brossard, Ya.A. Ponomarev, Z.I. Kalmykova, N.F. Talyzina, E.H. Kabanova-Meller,

I I.A. Menchnpskaya, A.M. Matyushkin, E.A. Golubeva, V.M.Druzhinin, 11.V. Ravnch-Scherbo, S.A. Izyumova, T.A. Ratanova, N.I. Chuprikova, G.I. Shevchenko, O.V. Solovyov).

The first cognitive process by which a person replenishes individual mental experience, receiving information from the external and internal environment, is sensation. Based on sensations, he develops more holistic and more complex cognitive mental structures. V.D. Shadrikov believes that certain types of perception may have corresponding analogues in other cognitive processes (auditory, visual, tactile, for example, in auditory, visual memory, figurative thinking, etc.).

Despite the fairly wide representation of the problem-iiiKii mental organization of intelligence in scientific research, it should be noted that the problem of the relationship between mental experience and cognitive mental structures according to the principle of modality remains poorly studied. The relevance of this problem is due to the increased demands for individualization and differentiation of personality development, taking into account the characteristics of cognitive mental structures.

The problem of the research is to identify the main trends in the relationship between mental experience and cognitive mental structures.

The purpose of the study is to study the place of mental representation in cognitive mental structures that characterize the individual organization of the subject’s mental experience.

Object of study: mental experience of students of different genders age groups, differing in level and modal organization of the development of cognitive mental structures.

Subject of research: the influence of mental representations on the age-sex dynamics of the development of cognitive mental structures during the period of school ontogenesis.

Research hypotheses

1. The relationship between cognitive mental structures and mental representations, which are the operational form of mental experience, determines the effectiveness of intellectual activity.

2.Individual strategies for encoding information in experience are determined by mental representations.

3. The basis of gender and age differences in the intellectual activity of schoolchildren is the way of organizing cognitive structures according to the principle of modality (auditory, visual, kinesthetic).

Research objectives:

1. Based on the analysis of the concepts of cognitive psychology, develop a conceptual apparatus for studying the relationship between mental experience, cognitive mental structures and mental representations.

2. Conduct differential psychological diagnostics of schoolchildren, identifying: individuals with different types of leading representative system, mental representation and development of cognitive mental structures; forms of organizing the individual mental experience of schoolchildren according to modality, indicating gender and age characteristics.

3. Experimentally study the system of organizing individual mental experience and describe individual strategies for organizing it according to the sensory type.

4. Characterize the relationship between the type of mental representation (the modal structure of perception, comprehension, processing of information and explanation of what is happening), the dynamics of the development of cognitive mental structures and the peculiarities of the organization of individual mental experience of schoolchildren.

5. Based on the results of the study, develop a package of recommendations to take into account the individual characteristics of the organization of the mental experience of schoolchildren in the learning process, normalize intellectual and educational loads in secondary school, and establish a system for selecting gifted children.

The methodological basis of the study was: the principle of a system-activity approach to the study of mental phenomena (JI.C. Vygotsky, 1957, S.JI. Rubinstein, 1946, N.A. Leontiev, i960, B.G. Ananyev, 1968);

The principle of differentiation of cognitive structures in mental development(N.I. Chuprikova, 1995);

The principle of dependence of mental reflection on the organic substrate that ensures the implementation of mental reflection, developed in the “physiology of activity” by H.A. Bernstein, the theory of functional systems by P.K. Anokhin, theories of systemic organization of higher cortical functions by A.R. Luria;

The principle of constructing the psyche, intellect and mental experience as a hierarchically organized integrity (S.L. Rubinstein, 1946, M.A. Kholodnaya, 1996).

The principle of an integrated approach, which involves the study of individual cognitive mental structures of the same people using the method of age sections and the longitudinal method at three levels - the individual, the subject of activity and the personality (B.G. Ananyev, 1977, V.D. Shadrikov, 2001) ;

The principle of unity of theory - experiment - practice (Lomov B.F., 1975, 1984, Zabrodin Yu.M., 1982), specified in relation to research tasks as the principle of unity psychological theory intelligence, mental experience and cognitive mental structures, their experimental research and use of the obtained factual material in general educational practice.

To solve the problems and verify the starting points, the following methods were used: theoretical (analysis and synthesis of generalization of experience, abstraction, modeling), empirical (observation, survey, praximetric method, experiment); statistical (quantitative and qualitative processing of materials using methods of mathematical statistics, psychological measurement, multiple comparison).

The study was carried out over six years and included three ethanes:

At the first stage (2000-2001), psychological, philosophical, social, pedagogical, methodological literature on the research problem was studied, the state of theoretical

theoretical explanation of the principles and models of the system of organizing mental experience in domestic and foreign psychology. A research program was developed, the content and forms of experimental work were determined. At this stage (ascertaining experiment), individual indicators of students’ belonging to various sensory types were determined: visual, auditory, kinesthetic, and the presence of a relationship between the sensory type and age dynamics in each age group was revealed.

At the second stage of the experiment (2001-2002), the criteria and indicators of students belonging to various sensory types were determined and selected, a sample of subjects was selected, indicators of the levels of development of the main parameters of cognitive mental structures were identified: level of intelligence; figurative and verbal-logical thinking; stability and switchability of attention; figurative and verbal-logical memory. The presence of a relationship between the sensory type and the level of development of cognitive mental structures of students in each gender and age group was also determined.

At the third stage (2002-2006), work was carried out aimed at identifying and describing an individual strategy for organizing the mental experience of students with a low level of development of cognitive mental structures: intelligence; figurative and verbal-logical thinking; stability and switchability of attention; figurative and verbal-logical memory.

In 2006, a re-diagnosis of the level of development of cognitive mental structures was carried out with a view to changing individual strategies in the system of organizing mental experience in schoolchildren characterized by low success in intellectual activity. The experimental work was completed, the research results were comprehended and compiled in the form of a dissertation.

In total, 467 people took part in the longitudinal experimental study, of which: at the first and second stages of the experiment, 467 people, at the third stage - 60 students in grades 6 and 10 (in 2001 they made up the contingent of grades 1 and 5 classes). On last stage The experiment involved schoolchildren who showed low levels of development of cognitive mental structures.

The scientific novelty of the work lies in the fact that: for the first time the subject practical research age and individual characteristics of mental representation and SS influence on the gender and age dynamics of the development of cognitive mental structures and their role in the system of organizing the individual mental experience of students during the period of school ontogenesis have become;

Age-related features of the representative system of schoolchildren have been identified, consisting of a predominance in the younger school age in the perception and processing of information of the kinesthetic modality; in adolescence - auditory-visual with subsequent strengthening in adolescence of the visual modality;

Gender differences were revealed in the ratio of types of mental representation, consisting in the predominance of the auditory-visual modality in girls compared to boys in primary school and adolescence, with the subsequent smoothing of these differences in adolescence;

The thesis that in adolescence, individual mental experience is built on the basis of polymodality has been experimentally substantiated;

The possibility of increasing the effective cognitive activity of schoolchildren through the development of individual mental experience according to the principle of multimodality has been empirically substantiated.

The theoretical significance of the work lies in the fact that the concept of representative systems, used primarily in psychotechniques of practical psychology, is analyzed in the context of the conceptual provisions of domestic and foreign cognitive psychology. Individual and gender research age characteristics mental representation (modal structure of perception, comprehension, processing of information and explanation of what is happening) and the dynamics of development of cognitive mental structures complements the picture of the system of organizing individual mental experience according to the modality parameter.

Practical significance of the study. As a result of the experimental study, individual strategies for the system of organizing individual mental experience were identified, characteristic of students with different levels of development of cognitive mental structures.

Strategies for “translating” information into the mental

experience with demonstration of the strengths and weaknesses of individual systems for organizing mental experience according to the principle of modality.

A package of recommendations has been developed for specialists working with students in schools, which allows them to take into account the individual characteristics of the organization of the mental experience of schoolchildren in the learning process, normalize intellectual and educational loads in secondary school, and establish a system for selecting gifted children. The factual material presented in the study can be used in developing lectures for students, teachers and psychologists.

Provisions submitted for defense.

1. The mental representative system or modal structure of perception and processing of information during the school period of ontogenesis is characterized by age-related and individual characteristics expressed in a stable preference for one of the sensory channels (visual, auditory or kinesthetic).

2. For students at all age stages, there is a connection between the level of development of cognitive mental structures and the predominance of the use of one leading channel of perception. The most significant connections are found with increasing age, due to a decrease in the age factor and an increase in the individual factor.

3. The low level of development of cognitive mental structures at all age stages is reliably associated with the predominance of the use of the kinesthetic channel of perception. High level development of cognitive mental structures of students is significantly associated with the predominance of the use of the visual channel.

4. The system of organizing mental experience is based on cognitive mental structures, the foundation of which, in turn, is mental representations (methods of encoding information). Consequently, a more successful organization of individual mental experience according to the principle of the leading sensory modality is possible.

5. Expanding individual mental experience, improving the quality of information received and organized in it is possible through the development of multimodality.

The reliability of the research results is ensured by the totality of its theoretical and methodological provisions, which make it possible to determine generally accepted scientific psychological and pedagogical approaches to the problem being sought; using methods that correspond to the concept of an individual approach to the study of personality, as well as experimental testing of a system for organizing individual mental experience according to a sensory type with the presentation of strategies for “translating” information into mental experience.

Testing and implementation of the research results were carried out in classes with students studying at the secondary educational school No. 18 in Stavropol. The main conclusions and provisions of the dissertation research were tested at scientific and practical conferences at various levels: international (Moscow 2005, Stavropol 2006), regional (Stavropol 2003, Stavropol 2004), university (Stavropol 2004).

Structure and scope of the dissertation. The work consists of an introduction, three chapters, a conclusion, a list of references and an appendix. The dissertation research is presented on 150 pages. The list of references includes 150 sources.

The introduction substantiates the relevance of the topic and the significance of the problem under study, indicates the object, subject, hypothesis, formulates the purpose and objectives, methods and methodological basis of the research, characterizes the stages of the work, sets out the provisions put forward for defense, scientific novelty, theoretical and practical significance of the research.

In the first chapter, “Organization of mental experience as a problem of general and cognitive psychology,” the conceptual apparatus of the study is considered; the structure of the organization of mental experience is considered and theoretically substantiated.

One of the directions studying cognitive mental structures is the information approach. The information processing model has raised two important questions that have generated considerable controversy among psychologists: what stages does information go through during processing? And in what form is information presented in the human mind?

A keen interest in questions of knowledge can be traced back to the very

ancient manuscripts. Ancient thinkers tried to figure out where memory and thoughts are located. The question of mental representations was also discussed by Greek philosophers in the context of the problem we now define as structure and process. The debate about structure and process largely prevailed until the 17th century, and over the years the sympathies of scientists constantly shifted from one concept to another. Renaissance philosophers and theologians generally agreed that knowledge resided in the brain, with some even proposing a diagram of its structure and arrangement that suggested knowledge was acquired through the physical senses as well as through divine sources. In the 18th century, British empiricists Berkeley, Hume, and later James Mill and his son John Stuart Mill proposed that there are three types of mental representations: immediate sensory events; pale copies of percepts - what is stored in memory; transforming these pale copies - i.e. associative thinking.

By the second half of the 19th century, theories explaining the representation of knowledge were clearly divided into two groups. Representatives of the first group, including W. Wundt in Germany and E. Titchinner in America, insisted on the importance of the structure of mental representations. Representatives of another group, led by F. Brentano, insisted on the special importance of processes or actions. However, unlike previous purely philosophical reasoning, both types of theories were now subject to experimental testing. With the advent of behaviorism and Gestalt psychology, ideas about the mental representation of knowledge underwent radical changes: they were clothed in the psychological formula “stimulus-response”, and within the framework of the Gestalt approach, theories of internal representation were built in the context of isomorphism - a one-to-one correspondence between mental representation and reality.

Beginning in the late 1950s, scientific interests again focused on attention, memory, pattern recognition, imagery, semantic organization, language processes, thinking, and other “cognitive” mental structures. From early concepts of mental representations of knowledge to latest research knowledge was believed to rely heavily on sensory input.

Moreover, there is growing evidence that

many mental representations of reality are not the same as external reality itself - i.e. they are not isomorphic. When we abstract and transform information, we do so in light of our prior experience. Interest in the problem of mental representation is actually an interest in the mechanisms of human intelligence (both from the point of view of its productivity and from the point of view of its individual originality), because it is in the interrelation of such processes as reproduction, comprehension and explanation of what is happening. The most serious attempt to theoretically substantiate the construction of the human intellectual sphere is the work of K. Otley.

S.L. Rubinstein speaks in favor of mental representations (“sensory images”) and mental experience (“sensory experience”); a deep analysis of the mechanisms of representational abilities is represented in the theory of intelligence by J. Piaget, according to which, by interacting with the environment (through assimilation and accommodation), children gradually form a stock of knowledge, i.e. accumulate individual experience; within the framework of constructivist theory, J. Bruner introduces the concept of a “coding system” (mental representation) and shows that when forming individual experience, a person himself creates his own versions of reality and discovers his own meanings.

The role of perception (reception) is discussed in the theory of D. Ausubel, according to which an object acquires meaning when it evokes an image in the “content of consciousness” as a result of its connection with something already known, i.e. with mental experience.

The most modern version of explaining the nature of subjective means of constructing a mental representation is the “double coding” hypothesis of A. Paivio.

The phenomenon of mental representation is considered by J. Royce, according to whom, all mental images in the form of mental impressions, ideas, insights, etc., are the product of certain cognitive mental structures and processes (perception, thinking and symbolization), on the basis of which a specific a system of subjective “codes” (means of subjective representation of reality), characterizing different styles of cognitive attitude towards the world depending on the prevailing type of cognitive experience. Study of mental

Foreign psychologists L. Cameron-Bandler, J. Grinder, R. Bandler, V. Satir, M. Erickson and others also studied representations.

In Russian psychology, the problem of mental representation is usually discussed in the context of the problem of the “image of the World” by A.N. Leontiev, according to which the actual mental image (mental representation of a specific event) is formed mainly due to the image of the World already existing in the subject (his mental experience) ; functional asymmetry of sensory perception (representation) is considered in the works of A. Zakharov, /\.R. Luria, E.D. Chomskaya, the point of view of M.A. speaks about the phenomenon of representation, which is key in explaining the nature of human intelligence. Kholodnaya, who proposed a hierarchical structure of mental experience: cognitive experience, metacognitive experience, intentional experience. (Figure 1)

The base of this “pyramid” is cognitive experience based on cognitive mental structures. It is responsible for storing, organizing and transforming available and incoming information according to the type of modality: visual, auditory, kinesthetic. The foundation of cognitive mental structures is the methods of encoding information and presenting it in consciousness in the form of images and inferences. These methods depend on the leading representative system of the subject and characterize universal effects information processing, formed under the influence of genetic and social factors and belong to the category of subjective means of displaying and organizing a person’s individual mental experience.

Thus, we assumed that with the development of cognitive mental structures basic for mental experience, taking into account the leading representative system, it is possible to change the overall system of organizing students’ mental experience according to the principle of modality. The study we conducted in the period from 2001 to 2006. on three age groups of students (primary school, adolescence and youth), confirmed the correctness of our assumption.

The second chapter, “Organization and Methods of Research,” provides a description of a longitudinal study of the features of the organization of individual mental experience of students during the period of school ontogenesis and the possibilities of influencing the system of this organ from

tions of such cognitive mental structures as memory, thinking, attention, intelligence. The influence of the characteristics of sensory perception (the leading representative system and mental representations) on the development of the cognitive sphere of schoolchildren has also been substantiated and empirically proven.

The experimental longitudinal study was carried out in three stages: ascertaining, clarifying, and control. At the first stage of the experiment, goals, objectives, and content corresponding to the gender and age composition of the group of students were determined. The purpose of the ascertaining experiment was to identify age-related characteristics of the leading modalities of sensory perception of information (representative systems). A total of 467 schoolchildren took part in the study.

The third chapter, “Experimental study of the influence of cognitive mental structures on the organization of mental experience of schoolchildren,” describes the clarifying stage of the experiment, during which an analysis was carried out of gender-age differences in the representative systems of students and the levels of development of cognitive mental structures: intelligence, memory, thinking, attention, in each age group , as well as the relationship between the levels of development of the cognitive sphere of students and mental representations.

At the control stage of the experiment (2006), a group of 60 students was selected (grades 1 and 5 in 2001), who showed low results in the levels of development of cognitive mental structures and were correlated with the number of kinesthetic students with whom the work was carried out to identify an individual strategy for the system of organizing mental experience, schemes for encoding, storing and retrieving information were described, and individual changes in the system for organizing individual mental experience were monitored for five years.

Based on the totality of data received from students during diagnostics, individual models-schemes for organizing the mental experience of students by type of modality were described, which allowed us to draw up a diagram of the general algorithm for direct receipt and storage of information in mental experience, as well as a diagram of an additional algorithm for “translation” information (Fig. 2 and 3).

In conclusion, general scientific results our research, during which the hypothesis we put forward was confirmed, which allowed us to formulate the following conclusions.

ny psychological formations and mental states initiated by them that underlie a person’s cognitive attitude to the world and determine the specific properties of his intellectual activity. Mental experience includes three levels: cognitive, metacognitive and intentional. The basic one is cognitive experience, based on methods of encoding information (mental representations) and cognitive mental structures (thinking, attention, memory). Mental representations directly depend on the leading representational system.

2. Differential psychodiagnostics of schoolchildren made it possible to identify the following forms of organization of individual mental experience: kinesthetic, auditory, visual. Sex and age dynamics of cognitive mental structures are manifested in the presence high performance levels of development of basic cognitive mental processes and structures (intelligence, attention, thinking, memory) in students of all age groups with a visual type of organization of mental experience, compared with kinesthetic students. Girls during primary school and adolescence are characterized by higher indicators of development of cognitive mental structures compared to boys, and in adolescence these differences level out, which indicates a weakening of the individual factor and an increase in the age factor.

3. Individual strategies for organizing mental experience are built according to the sensory type and include a number of operational stages: the stage of recognizing a sensory signal, creating a sensory image in the mind, comparing it with existing images in mental experience, preserving or if the sensory image does not coincide with the content of experience - recoding in another sensory modality, followed by its storage as a new image.

4. The type of mental representations is in relationship with cognitive mental structures and the features of the organization of individual mental experience are built on the principle of modality.

tive mental structures (diagnosis) and secondly, the development of multimodality (psychological support), which will allow

/INfprCh(,1- /

Rice. 2 Scheme of the algorithm for direct receipt and storage of information in the mental environment

^___end at

Rice. 3 Scheme of an additional algorithm for “translating” information into mental experience

to normalize the intellectual and academic workload of an individual student, as well as to make a more correct selection of gifted students.

LIST OF PUBLICATIONS ON THE TOPIC OF THE DISSERTATION

1.Dyogteva T.A. Taking into account the characteristics of mental representations of students of different ages in the learning process // Priorities of culture and ecology in education: material. Scientific and practical Conf. - Stavropol, 2003.-p. 106.

2.Dyogteva T.A., Shapovalenko Z.I. Ethnopsychology. Program

3. Burkina I.V., Grekhova L.I., Dyogteva T.A., Sotnikova N.N., Shinkarenko N.F. Diary of teaching practice of a 1st year student at the Faculty of Primary School Teacher Training: guidelines. - Stavropol, 2003.-33 p.

4. Burkina I.V., Grekhova L.I., Dyogteva T.A., Sotnikova N.N., Shinkarenko N.F. Diary of teaching practice of a 2nd year student at the Faculty of Primary School Teacher Training: methodological recommendations. - Stavropol, 2003.-31 p.

5. Burkina I.V., Grekhova L.I., Dyogteva T.A., Sotnikova N.N., Shinkarenko N.F. Diary of teaching practice of a 3rd year student at the Faculty of Primary School Teacher Training: methodological recommendations. - Stavropol, 2003.-42 p.

6. Burkina I.V., Grekhova L.I., Dyogteva T.A., Sotnikova N.N., Shinkarenko N.F. Diary of summer teaching practice for 1st-2nd year students of the Faculty of Pedagogy and Psychology: methodological recommendations. - Stavropol, 2003.-27 p.

7. Dyogteva T.A. Construction of the educational process taking into account mental representations is the basis for preserving the psychophysiological health of schoolchildren // Education, health and culture in the XXI century: Mater, interuniversity. conf. - Stavropol, 2004.-p. 25-27.

8. Dyogteva T.A. Features of the organization of mental experience of students taking into account the development of cognitive mental structures // Psychology of education: regional experience: Mater. Second national scientific and practical conf. - Moscow, 2005.- p. 200.

9. Degteva T.A. Cognitive approaches to the problem of organizing the mental experience of students // Additional education: phenomenon, features, quality monitoring: Mater, international. scientific-practical conference - Stavropol, 2006.- p.47 -50

10. Degteva "i.A. The place of cognitive mental structures in the system of organization of individual mental experience // Social and humanitarian knowledge - Moscow, 2006, No. 5. - 32 p.

11. Dyogteva T.A. Mental experience of schoolchildren: games, exercises, training. Tutorial and methodological recommendations. - Stavropol, 2006.

12.Dyogteva T.A. Modal structure of information organization in individual mental experience // Humanization of education - Sochi, 2006, No. 3 - 5 p.

Printed by Bureau of News LLC 355002, Stavropol, st. Lermontova, 191/43 Signed for publication on November 16, 2006. Format 60 X 84/16 conventional. p.l. 1.16. Times typeface. Offset paper. Offset printing. Circulation 100 copies.

Contents of the dissertation author of the scientific article: candidate of psychological sciences, Degteva, Tatyana Alekseevna, 2006

Introduction

Chapter 1. ORGANIZATION OF MENTAL EXPERIENCE AS A PROBLEM OF GENERAL AND COGNITIVE PSYCHOLOGY.

1.1. The main approaches to the problem of organization interfered

HOIO oppa in psychology.

1.2. The role of cognitive mental cipyKiyp in the animation of individual interference.

1.3. Mental represenation as a natural tea

Iive mental cipyKiyp.

Chapter 2. ORGANIZATION AND METHODS OF RESEARCH.

2.1. Characteristics of the investigated ruins and paws of the iKCiiepn-meshal research.

2.2. Me Iodes of studying students' mental representations.

2.3. Methods for studying the development of collective mental structures in students of various educational backgrounds.

Chapter 3. EXPERIMENTAL STUDY OF THE INFLUENCE OF COGNITIVE MENTAL STRUCTURES ON AN ORGANIZATION

MENTAL EXPERIENCE OF SCHOOLCHILDREN.

3.1. Gender-fast and individual special! and cognitive psychic structures and mental repercussions.

3.2. Koshshivnye mental cipyKiypw in the mental experience of schoolchildren.

3.3. Analysis of the research results.

Introduction of the dissertation in psychology, on the topic "Cognitive mental structures as a factor in the organization of individual mental experience"

Current research. The intellectual potential of the youth is the most important condition for the development of the whole. The key trend of modern times is the growing need for subjects to “learn to learn,” which presupposes an expansion of individual learning.

A person’s perception of reality and its effect on it are determined by individual mental experience, based on copious mental structures. In this regard, the problem of the exchange organization of cognitive mental processes and interference in general becomes one of the central issues in psychology. At the present time, it has become important to unravel the general, whole functioning of the interfering system and identify the specificity and originality of the development of specific koi pIive mental cTpyKiyp in age and individual plans.

The organization of mental experience as a subject of scientific research appears as a set of imaginary problems that find expression in the literature of domestic and foreign specialists in the region.

NITIVE PSYCHOLOGY, PERSONALITY PSYCHOLOGY AND AGED G1SIKH0L01 ii.

In an extensive array of koi nor iivnyh research, the problem of orishization of interference is presented in approaches to the study of individual mental processes and crpyKiyp: memory (L.L. Smirnov, L.R. L>ria, P.P. Blonsky); thinking (J. Piaget, B. Inelder, I.S. Yakimanskaya, E.D. Khomskaya, M.A. Kholodnaya, etc.); attention (F.N. Gonobolin, V.I. Sakharov. N.S. Lei tes. P.Ya. Galierin).

The main directions of modern empirical research on cognitive structures in men's schools are:

Description of integral simitomocomylexes and the cochi-tive structures included in them (E.A. Golubeva, I.V. Ravich-PDerbo, S.A. Izyumova,

T.A.Rataiova, N.I. Chuprikova, M.K. Kabardov, P.V. Artsishevskaya, M.L. Matova);

Identifying individual differences in mental abilities and cognitive skills (II. Bailey, J. Block, K. Warner, G.L. Berulava),

Analysis of the level organization of mental functions and cognitive functions (B.G. Ananyev, J. Piaget, J. G. Mead, X. Werper, D.H. Flavell, M.A. Kholodnaya, V.D. Shadrikov);

Studying the dynamics of children's cat mental processes during specially organized training (J. Bruner, JI.B. Zankov, D.B. Elkonin, V.V. Davydov);

Determining the influence of moshvation on successful information assimilation (JI.M. Bozhovich, A.K. Markova, M.V. Manokhina);

Identification of the conditions for the development of coschitative abilities (A.-P. Pere-Clermeau, G. Muny, U. Duaz, A. Brossard, Ya.A. Ponomarev, Z.I. Kalmykova, P.F. Galyshna, P.II. Kabanova- Meller, II.A. Menchinskaya, A.M. Maposhkin, E.A. Golubeva, V.N. Druzhinin, I.V. Ravich-Shcherbo, S.A. Inomova, G.A. Paia-nova, II.I. Chunrikova , G.I. Shevchenko, O.V. Solovyova).

The first cognitive process, in the middle of the year, a person has replenished! individual mental experience, receiving information from the external and internal environment, is a sensation. On the basis of sensations, she develops more holistic and more complex, cognitive psychic structures that are futuristic in nature. V.D. Shadrikov c4Hiaei, separate types of perception can have corresponding analogues in other swaying processes (auditory, physical, tactile, for example, in auditory, visual memory, imaginative thinking, etc.).

Despite the fairly wide range of problems of mental organization of intelligence in scientific research, follow! It should be noted that the problem of the relationship between interfering oppa and koi nor i ive mental cipyKiyp on the modal principle remains poorly studied. The actuality of this problem is due to the increased need for individualization and differentiation of personality development, taking into account the special koi nitive mental structures.

The problem of the research is to identify the main ideas of the relationship between the metallic system and koi nitive mental cipyKiyp.

The purpose of the study is to study the places of metal repression in any mental structures that provide individual description of the interfering subject.

Object of study: metallic group of students of different sexual groups I pyrin, who are concerned about the level and modal organization of developed mental structures.

Subject of research: the influence of metal re-resetations on the sexually fast dynamics of the development of cognitive mental cipyKiyp during the school period on ioi sps ga.

Research hypotheses

1. The interrelation of cognitive mental cipyKiyp and metal representations, which are the operational form of metal cipyKiyp, determines the effectiveness of intellectual activity.

2. Individual principles of coding information in the experiment are determined by mental representations.

3. The basis of gender and age differences in the intellectual activity of schoolchildren is the way of organizing koi nitive cipyKiyp according to the principle of modality (auditory, visual, cinematic).

Research objectives:

1. Based on the analysis of the concepts of cat psycholism, develop a conceptual apparatus for studying the relationship between the interfering experience, niche mental structures and mental representations.

2. Conduct a differential psychological analysis of schoolchildren, highlighting: persons with various problems of the leading representative system, metal represen- tation and development of copious mental cipyniyp; forms of or!apization of schoolchildren's individual mesh on a modal basis, designating gender and age specific features and.

3. Experimentally study the system of organization of individual mental experience and give a description of the individual systems of its opiation according to the sensory type.

4. OxapaKi erizova n, the relationship between the ihiiom of metal representation (modal cipyKiypofi of perception, comprehension, processing of information and explanation of what is happening), the dynamics of developing K01ni1ive mental structures and the peculiarities of the organization of individual mental experience of schoolchildren.

5. Based on the results of the study, develop a package of recommendations for taking into account the individual characteristics of organizing the mixed experience of schoolchildren in the learning process, normalizing academic and academic workloads in secondary school, and establishing a system for selecting gifted children.

6. The methodological basis of the study was: the principle of a systemic-activity approach to the study of mental phenomena (L.S. Vygotsky, 1957, S.JI. Rubinpayne, 1946, II.L. Leosh-ev, 1960, B.G. Ananyev, 1968 );

The principle of differentiation of cognitive structures in mental development (P.I. Chuprikova, 1995); the principle of dependent mental stimulation of the organic substrate, ensuring the implementation of mental stimulation, developed in the “physiology of activity” by N.A. Bernppein, theories of functional systems by P.K. Anokhin, geology of the systemic organization of higher cortical functions A.R. Luria; the principle of constructing the psyche, mind and mind as a hierarchically organized whole (C.JI. Rubinpain, 1946, M.A. Kholodnaya, 1996). the principle of an integrated approach, which involves the study of individual coschitative mental structures of the same people using the method of deep cuts and loshas and submerged methods at the ipex levels - the individual, the subject of activity and personal (B.G. Ananyev, 1977, V.D Shadrikov, 2001); the principle of the unity of theory - experiment - prakshka (Lomov B.F., 1975, 1984, Zabrodin Yu.M., 1982), concretized when applied to research problems as the principle of the unity of the psychological theory of isch-lek1a, mental oppa and coschistic mental cipyKiyp , their experimental research and use of the resulting fayuic Maie-rial in general educational practice.

To solve the problems and check the starting points, the following methods were used: theoretical (analysis and generalization of experiments, abrasive analysis, modeling), empirical (observation, survey, praximetric method, experimentation); statistical methods (quantitative and qualitative processing of materials using mathematical methods, psychological measurement, multiple comparison).

The study was carried out in the period of study and included 1ri >iana: On the nervous dad (2000-2001 p.) the iichxojioi, social, pedagogical, methodological lyepaiypa began on the research problem, the state of the 1oregical explanation of the principles and models of the system of organizing mental opp in domestic and foreign psychology. The research framework was developed, the content and forms of experimental work were determined. At this stage (ascertaining experiment), individual indicators of students’ belonging to various sensory types were determined: visual, auditory, kinesthetic, and the presence of a relationship between the sensory type and age dynamics in each age group was revealed.

At the last 3iane-zsperimesh (2001-2002), criteria and indicators of students’ affiliation to various sensory skills were determined and studied, and the formation of a sample of students was identified; indicators of the levels of development of the main parameters of the cognitive mental cipyKiyp were identified: the level of intellect; figurative and verbal-logical thinking; adaptable and switchable attention; figurative and verbal-logical memory. The presence of a relationship between the sensory type and the level of development of cognitive mental structures of students in each gender and age group was also determined.

At ipeibCM 3iane (2002-2006), work was carried out to identify and describe the individual sfakmiya organization of mental experience of students with a low level of development of cat mental structures: intelligence; figurative and verbal-logical thinking; stability and switchable attention; figurative and verbal-logical memory.

In 2006, a new diagnostic of the level of development of koi-native mental cipyKiyp was carried out for the purpose of changing individual cipareiHH in the system of organizing mental experience in schoolchildren characterized by low levels of successful intellectual activity. A package of recommendations was developed for specialists working with students in schools but taking into account the individual peculiarities of the organization of the interfering experience of schoolchildren in the learning process, normalizing intellectual and educational loads in secondary school, and establishing a system for selecting gifted children. The experimental work was completed, the research results were comprehended and presented in the form of a dissertation.

In total, 467 students took part in the longitudinal experimental study, of which: at the first and junior Diane experiment 467 people, at the third stage - 60 students of 6th and 10th grades (as of 20011 they made up the contingent of 1st and 5th grades -x classes). At the last Diane Jsperimesh, schoolchildren took part who showed low levels of development of koi nitive mental structures and were classified as kinesyushki.

Scientific novelty pa6oibi consists of:

For the first time, the subject of practical research was the increasing and individual peculiarities of mental representation and its influence on the gender-age dynamics of the development of cognitive mental structures and their role in the system of organizing the individual hindrance of students during the period of school ontogenesis;

Increasing features of the represen- sical language of schoolchildren have been identified, which are associated with the predominance in military education and information processing of the kinesthetic modality in primary school age; in adolescence - auditory-visual with subsequent strengthening in adolescence of the visual modality;

Substantial differences in the wearing of metal represen- tation sutures were revealed, consisting of a predominance of the auditory-visual modality in girls compared to boys in primary school and adolescence, with the subsequent smoothing of these differences in adolescence;

The position about how, in adolescence, the individual mental experience has been consolidated on the basis of polymodality has been experimentally substantiated;

The possibility of increasing the effective cognitive activity of schoolchildren through the development of individual mental skills according to the principle of multimodality has been empirically substantiated.

The theoretical and significant!b of the works of cociohi in the um, which is lower than the repre-zeptashvnyh chcicm, used mainly in psycho-juchpics of practical psychology, is analyzed in the final provisions of domestic and foreign coptic psychology. The study of individual and gender-adult characteristics of mental representation (modal structure of perception, comprehension, non-processing of information and explanation of what is happening) and the dynamics of development of cumulative mental structures complements the framework of the system of organization of individual mental oppa according to the modal parameter.

Practical meaningful! b research.

As a result of the experimental study, individual strategies of the system of organization with individual interference were identified, characteristic of students with different levels of development of mental mental structures

Strategies for “translating” information into the mental experience are described, demonstrating the strengths and weaknesses of individual systems for organizing mental experience according to the principle of modality.

A package of recommendations has been developed for specialists working with students in schools, allowing them to take into account the individual characteristics and organization of the mixed experience of schoolchildren in the learning process, normalize intellectual and academic loads in secondary school, establishing a system for selecting gifted children. Faculty material presented in the study could be used in the development of lectures for students, teachers and psychologists.

Provisions made for the defense.

1. The mental representative system or modal structure of perception and processing of information during the school period of oshoyunesis is characterized by increased and individual characteristics, expressed in a stable preference for one of the sensory channels (visual, auditory or kinesthetic).

2. In students at all age stages, there is a connection between the level of development of cognitive mental structures and the predominance of the use of one leading channel of perception. The most significant connections are found as one advances in age, due to a decrease in the age factor and an increase in the individual factor.

3. The low level of development of catal mental systems at all ages is reliably associated with the predominance of the use of the kinesthetic channel of perception. The high level of development of catty mental cipyKiyp students is reliably associated with the predominance of the use of visual aids.

4. At the heart of the mental organization system lies! cathartic mental systems, the foundation of which, in turn, are mental representations (methods of encoding information). Consequently, a more successful organization of the individual experience according to the principle of the leading sensory modality is possible.

5. Expanding the individual mix of information, improving the quality of information received and organizing it is possible through the development of multimodality.

The reliability of the research results is ensured by the totality of theoretical and methodological provisions that make it possible to determine generally accepted scientific psychological and pedagogical approaches to the problem being sought; using techniques consistent with the concept individual approach to the study of personality, as well as experimental testing of the system of organization of individual mixing of sensory experience with the presentation of strategies for “fanning” information into metal experience.

Approbation and implementation of the results of the research carried out in classes with students studying on the basis of MOUSOSH No. 18 in Stavropol. The main conclusions and provisions of the dissertation research were tested at scientific and practical conferences different levels: international (Moscow 2005, Stavropol 2006), re!IONal (Stavropol 2001,

Stavropol 2004), Universities (Stavropol 2004).

Publications. Based on the dissertation materials, published by 9 pa6oi. Cipyiciypa and the volume of the dissertation. Sosyu work! And? introduction, chapter ipex, conclusion, bibliography and appendices. The dissertation research is presented in 150 pages. The list of literature includes 1 150 studies.

Conclusion of the dissertation scientific article on the topic "General psychology, personality psychology, history of psychology"

The results of the data obtained both in the first and early stages of the experiment (200-2001 and 2001-2002), and based on the results of a long-term study, allow us to draw the following CONCLUSIONS:

1. During the dissertation research, a scientific and theoretical analysis of the current state of the problem of studying the system and levels of organization of individual mental experience was carried out, which makes it possible to define mental experience as a system of available psychological formations and mental states initiated by them that underlie a person’s cognitive attitude to the world and determine specific properties his intellectual activity. Mental experience includes three levels: cognitive, metacognitive and intentional. The basic one is cognitive experience, based on methods of encoding information (mental representations) and cognitive mental structures (thinking, attention, memory). Mental representations directly depend on the leading representational system.

2. Differential psychodiagnostics of schoolchildren made it possible to identify the following forms of organization of individual mental experience: kinesthetic, auditory, visual. Sexually increasing dynamics of cognitive mental structures is manifested in the presence of high levels of development of basic cognitive mental processes and structures (intelligence, attention, thinking, memory) in students of all age groups with a visual type of organization of mental experience, compared with kinesthetic students. Girls during primary school and adolescence are characterized by higher indicators of development of koi-native mental structures compared to boys, and in adolescence these differences level out, which indicates a weakening of the individual factor and an increase in the age factor.

3. Individual strategies for organizing mental experience are based on a sensory type and include a number of operational stages: the stage of recognizing a sensory signal, creating a sensory image in the mind, comparing it with existing images in the metal weapon, preserving or if the sensory image does not coincide with the content of the image - recoding in another sensory modality, followed by its storage as a new image.

4. The type of mental representations is in relationship with cognitive mental structures and the peculiarities of the organization of individual mental experience according to the principle of modality.

5. Taking into account the peculiarities of the organization of individual mental experience in the educational process involves identifying: firstly, the types of mental representations and levels of development of cognitive mental structures (diagnosis) and secondly, the development of polymodal psychology (psychological support), which will allow us to normalize intellectual and educational loads separately taken student, as well as make a more correct selection of gifted students.

CONCLUSION

An analysis of scientific psychological and pedagogical literature on issues addressing the problem of identifying the main trends in the relationship between mental experience and cognitive mental structures during the period of school ontogenesis, studying the features of the development of channels of sensory perception, analyzing various typologies and classifications, forming the human cognitive sphere, describing holistic symptoms -plexes and their constituent cognitive groups; identifying individual differences in intellectual abilities and cognitive styles; allowed us to conclude that there is a direct connection between the level of development of cognitive mental structures, the specific modal structure of perception (mental representation) and the system of organization of individual mental experience, both according to gender and age, and also according to individual gender.

As a result of the experimental research, this assumption was confirmed, which made it possible, based on the results of psychological and pedagogical practice published in scientific publications, and the data of our own experimental research, to develop an algorithm for the direct receipt and “translation” of information into mental experience.

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It is assumed that it is impossible to understand the nature of intelligence at the level of analyzing its effective and functional properties; one must first explain the properties themselves from the point of view of the features of the device psychic reality, generates. With this approach, the totality of cognitive processes that form intelligence is understood as a hierarchy of multi-level cognitive structures, based on cognitive synthesis “from below” and “from above” to form a unified structure of human intelligence. Conceptual structures play a central role in the development of intelligence.

Individual mental (mental) experience is considered as a mental carrier of the properties of intelligence. By purpose, intelligence is general cognitive ability, which manifests itself in how a person perceives, understands and explains what is happening, and in what decisions she makes and how effectively. According to its ontological status, intelligence is a special form of organization of individual mental experience (mental structures), the mental space of reflection generated by them and the mental representations of what is happening built in this space. The properties of intellectual activity, measured using psychodiagnostic techniques and found in real life, are derived from the characteristics of the composition and construction of the subject’s mental experience.

Mental structures - these are relatively stable mental formations, which, in conditions of cognitive contact of the subject with reality, ensure the flow of information about its transformation, processing and selective intellectual reflection.

Mental space is a subjective range of display in which various imaginary movements are possible, a dynamic form of mental experience. It unfolds according to the actual intellectual interaction of the subject with the world and has the ability to instantly change the dimensions of its subjective and objective factors(affective state of a person, appearance additional information, effects of “crystallization of experience”) One of the indirect evidence of the existence of mental space is the ability to act “in the mind” (“internal plan of action”) described by Yakov Ponomarev (1920-1997). In his opinion, one cannot be content with systematizing the basic cognitive processes (perception, memory, attention, thinking) or logical analysis of the knowledge acquired by the subject; it is necessary to study the component of intelligence associated with the internal plan of action.

Mental representation - is an actual mental image of a specific event, that is subjective form vision of reality. Previously, representation was understood as a certain form of knowledge storage (prototype, follows memory, frame, etc.), now it is considered as a tool for applying knowledge to a certain aspect of reality. Therefore, the mental representation depends on the circumstances and is constructed in specific conditions for the goals of the subject.

The mental basis of mental experience is mental structures. As part of their analysis, we can distinguish levels (layers) of experience, each of which has its own purpose:

1) cognitive experience - mental structures that provide perception, storage and organization of information, contributing to the reproduction in the subject’s psyche of stable aspects of his environment. They are designed to quickly process information about current action at different levels of intellectual display. Cognitive experience is represented by such mental components as archetypal structures, methods of encoding information, cognitive schemes, semantic and conceptual structures, which are the result of the integration of basic information processing mechanisms;

2) metacognitive experience - mental structures responsible for involuntary and voluntary self-regulation of the process of information processing, designed to control the state of individual intellectual resources and correct intellectual activity. Represented by such mental structures as involuntary intellectual control, voluntary intellectual control, metacognitive awareness, open cognitive position;

3) intentional experience is mental structures, is the basis for individual selectivity of intellectual activity and participates in the formation of subjective criteria for choosing a certain subject area, directions for searching for a solution, sources of obtaining and forms of processing information; represented by mental structures such as advantages, beliefs and mindsets.

Features of the organization of cognitive, metacognitive and intentional experience determine the properties of individual intelligence at the level of productivity of intellectual activity (intellectual abilities) and the individual uniqueness of the mindset (Individual cognitive functions).

Within the framework of testological and experimental psychological areas of intelligence research, rich factual material has been accumulated, various theoretical views on the nature of intelligence are presented. Some experimental psychological approaches arose as a reaction to contradictions in testological theories of intelligence or as an attempt to explain individual differences in test performance. These theories are interconnected and influence each other. This gives reason to hope that future psychological research will help reduce the number of theories of intelligence by integrating existing approaches and deepening knowledge about its nature.

THE CONCEPT OF MENTAL EXPERIENCE M. A. KOLODNOY

In Russian psychology there are not too many original concepts of intelligence as a general ability. One of these concepts is the theory of M.A. Kholodnaya, developed within the framework of the cognitive approach. The essence of the cognitive approach is to reduce intelligence to the properties of individual cognitive processes. Less well known is another direction, which reduces intelligence to the characteristics of individual experience. It follows that psychometric intelligence is a kind of epiphenomenon of mental experience, which reflects the properties of the structure of individual and acquired knowledge and cognitive operations (or “products” - units of “knowledge - operation”)

mental representation

mental space

mental structures

The relationship between the basic concepts that describe intelligence in terms of the theory of “mental experience” is presented.

The following problems remain beyond the scope of explanation: 1) what is the role of the genotype and environment in determining the structure of individual experience; 2) what are the criteria for comparing the intelligence of different people; 3) how to explain individual differences in intellectual achievements and how to predict these achievements.

The definition of M.A. Kholodnaya is as follows: intelligence, in its ontological status, is a special form of organization of individual mental (mental) experience in the form of existing mental structures, the mental space predicted by them and mental representations of what is happening within this space.

In the structure of intelligence M.A. Kholodnaya includes the substructures of cognitive experience, metacognitive experience and group intellectual abilities.

As for the structure of intellectual abilities, it includes: 1) convergent ability - intelligence in the narrow sense of the term (level properties, combinatorial and procedural properties); 2) creativity (fluency, originality, receptivity, metaphor); 3) learning ability (implicit, explicit) and additionally 4) cognitive styles (cognitive, intellectual, epistemological).

The most controversial issue is the inclusion of cognitive styles in the structure of intellectual abilities. The concept of “cognitive style” characterizes individual differences in the way of obtaining, processing and applying information.

Kholodnaya lists ten cognitive styles: 1) field dependence - field independence; 2) impulsiveness - reflexivity; 3) rigidity - flexibility of cognitive control; 4) narrowness - the breadth of the equivalence range; 5) width of categories; 6) tolerance to unrealistic experience; 7) cognitive simplicity - cognitive complexity; 8) narrowness - scanning width; 9) concrete - abstract conceptualization; 10) smoothing - sharpening differences.

Without going into the characteristics of each cognitive style, it can be noted that field independence, reflexivity, breadth of the range of equivalence, cognitive complexity, breadth of scanning and abstractness of conceptualization significantly and positively correlate with the level of intelligence (according to the tests of D. Raven and R. Cattell), and field independence and Tolerance of unrealistic experiences is associated with creativity.