Modern problems of science and education. Intelligence and its development in the pedagogical process

The article presents the results of a study of relationships 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 of modern social life, one of which is the humanization of society, in the center of 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 research psychic 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 the life choice of ways to achieve a goal (V. Frankl), and, ultimately, determines the success of self-realization in life. life path(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, we carried out correlation analysis indicators of mental experience and divergent productivity, 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 is mental system concept coding. 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 by elaborating 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 effective use 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 signs by themselves are useless, but can be useful in combination with other elements, however, possible connections are implicit and statistically less probable than those already existing in experience; it requires a large expenditure of energy to intend and realize them, and then check them. 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 who have high functionality of the operating system and a high level of erudition are more successful.

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 is the 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 general psychology 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 them. A.I. Herzen, St. Petersburg.

Bibliographic link

Zagornaya E.V. THE RELATIONSHIP OF MENTAL EXPERIENCE AND DIVERGENT PRODUCTIVITY WITHIN THE FRAMEWORK OF RESEARCH OF PERSONAL-MEANING DISPOSITION // Contemporary issues 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"

Understanding intelligence in philosophy and psychology is one of the problems whose solution involves ideological foundations one or another philosophical or scientific school. As a philosophical and psychological category, “intelligence” is most often associated with the rationality of human existence. At the same time, using different grounds, researchers view the nature of intelligence, its forms, etc. in different ways. So, for example, taking into account the behavioral parameter, V.N. Druzhinin speaks of intelligence as “... a certain ability that determines the overall success of adaptation of humans (and animals) to new situations by solving problems in the internal plane of action (“in the mind”) with the dominant role of consciousness over the unconscious” [Druzhinin, 1995, With. 18]. However, this author points out that this definition is very controversial, just like all other definitions of a behavioral nature, it implements an operational position, i.e., it is considered possible to study intelligence in a combination of diagnostic procedures and measurement of behavioral manifestations, and the creation of “ factor models of intelligence" [Druzhinin, 1995, p. 19]. Along with this understanding, there are many other definitions. At the same time, depending on the approach implemented in a particular psychological school, theory, concept, emphasis is placed on the content, procedural, structural and other aspects of intelligence. Sometimes they talk about intelligence as a system of mental mechanisms that determine the possibility of constructing a subjective picture of what is happening “within” the individual (G. Eysenck, E. Hunt, etc.). According to M.A. Kholodnaya, “...the purpose of the intellect is to create order out of chaos on the basis of bringing individual needs into line with the objective requirements of reality” [Kholodnaya, 1997, p. 9].

Today, the structural-integrative theory of intelligence by M.A. Kholodnaya is, perhaps, the only one that provides for a certain metaphysical nature of the intellect and, in addition, gives an idea of the intellect as a special mental reality, and, ultimately, is considered as a mental experience. All previously existing concepts “composed” the structure of intelligence from its properties or manifestations, leaving intelligence itself outside the scope of consideration. However, it is in principle impossible to explain the nature of intelligence at the level of analyzing its manifestations. It is necessary to consider the intrastructural organization of this mental formation and, from the features of this organization, to understand the final properties of a certain mental integrity - intelligence [Kholodnaya, 1997, p. 123]. In this case, intelligence will be understood as events occurring “inside” the individual mental experience of a person and influencing the characteristics from within. intellectual activity person.

Particularly valuable, in our opinion, is that M.A. Cold views intelligence as ontological characteristic of human self-existence, most holistically manifested in experience.

Structural-integrative approach to the study of intelligence in the theory of M.A. Cold addresses the following aspects:

1) analysis of the elements that form the composition of this mental formation, as well as the restrictions that the nature of these components imposes on the final properties of the intellect;
2) analysis of the connections between the elements of the intellectual structure, and such connections that are manifested not only in the design features of this structure, but also in the characteristics of actual genesis (characteristics of microfunctional development in intellectual acts);
3) analysis of integrity, which involves the study of the mechanisms of integration of individual elements into a single intellectual structure, characterized by qualitatively new properties;
4) analysis of the place of this intellectual structure in a number of other mental structures [Kholodnaya, 1997, p. 124];
5) according to what has been said, intelligence is defined as “... a special form of organization of the individual mental (mental) experience in the form of existing mental structures, the mental space of reflection generated by them, and mental representations of what is happening within this space...”[Kholodnaya, 1997, p. 165]. At the same time, metal experience is understood as “... a system of existing mental formations and those initiated by them mental states, underlying a person’s cognitive attitude to the world and serving the specific properties of his intellectual activity” [Kholodnaya, 1997, p. 164]. Thus, within the framework of this theory, given experience is represented in the form of mental structures, mental space and mental representations. Mental structures are a system of mental formations that “...in conditions of cognitive contact with reality provide the possibility of receiving information about ongoing events and its transformation, as well as managing the processes of information processing and selectivity of intellectual reflection [Kholodnaya, 1997, p. 147]. Mental space is “...a special dynamic form of the state of mental experience, which is quickly updated in the conditions of the subject performing certain intellectual acts” [Kholodnaya, 1997, p. 148]. Mental representation characterizes “...the actual mental image of a particular event (i.e. subjective form“vision” of what is happening)” [Kholodnaya, 1997, p. 152].

A special place here belongs to mental structures, since they lie at the “base” of the hierarchy of mental experience. In other words, mental structures are “...peculiar mental mechanisms, in which the subject’s available intellectual resources are presented in a “collapsed” form and which can “unfold” in a collision with any external influence a specially organized mental space” [Kholodnaya, 1997, p. 148], the latter allows us to move on to “mental representations” [Kholodnaya, 1997, p. 151].

Analyzing mental structures, M.A. Kholodnaya identifies three levels (layers) of experience:

"1) cognitive experience - These are mental structures that provide storage, ordering and transformation of available and incoming information, thereby contributing to the reproduction in the psyche of the cognitive subject of stable, natural aspects of his environment. Their main purpose is the rapid processing of current information about the current impact at different levels of cognitive reflection;

2) metacognitive experience - These are mental structures that allow for involuntary regulation of the process of information processing and voluntary, conscious organization of one’s own intellectual activity. Their main purpose is to monitor the state of individual intellectual resources, as well as the progress of intellectual activity;
3) intentional experience- These are the mental structures that underlie individual intellectual tendencies. Their main purpose is that they predetermine subjective selection criteria regarding a certain subject area, the direction of searching for a solution, certain sources of information, subjective means of its presentation, etc.

In turn, the features of the organization of cognitive, metacognitive and intentional experience determine the properties of individual intelligence (i.e., specific manifestations of intellectual activity in the form of certain intellectual abilities)” [Kholodnaya, 1997, p. 170].

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 mental organization cognitive mental structures and mental experience in general takes 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 the level organization of 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, highlighting: persons with various types 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 schoolchildren’s mental experience in the learning process, normalize intellectual and educational loads in high school, establishing 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 mental reflection from an 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 systemic organization higher cortical functions 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). At the last stage of the experiment, schoolchildren who showed low levels of development of cognitive mental structures took part.

The scientific novelty of the work lies in the fact that: for the first time, age and individual characteristics 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;

Age-related features of the representative system of schoolchildren have been identified, consisting in the predominance of the kinesthetic modality in the perception and processing of information at primary school age; 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. The study of individual and gender-age characteristics of 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 demonstrating the strengths and weaknesses individual systems for organizing mental experience based on 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. The high level of development of students’ cognitive mental structures is reliably 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. Main conclusions and provisions dissertation research 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 recent research, it was believed that knowledge in to a large extent rely on sensory input signals.

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, characterize the universal effects of 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 levels of development of cognitive mental structures and correlated with the number of kinesthetics with whom 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 of 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 students’ mental experience by type of modality were described, which allowed us to draw up a diagram general algorithm direct receipt and storage of information in mental experience, as well as a diagram of an additional algorithm when “broadcasting” information (Fig. 2 and 3).

In conclusion, we present the general scientific results of 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. The gender-age 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. For girls during primary school and adolescence Characteristic indicators for the development of cognitive mental structures are higher than in 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.

5. Taking into account the peculiarities of the organization of individual mental experience in educational process involves identifying: firstly, the types of mental representations and levels of cognitive development

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. Dyogteva T.A. Cognitive approaches to the problem of organizing the mental experience of students // Additional education: phenomenon, features, quality monitoring: Mater, int. 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. Study guide 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 according to 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: in the first and junior Diane experiments 467 people, in the third stage - 60 students in grades 6 and 10 (as of 20011 they made up the cohort of grades 1 and 5 -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 training 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; the use of methods corresponding to the concept of an individual approach to the study of personality, as well as an experimental test of the system for organizing an individual mix of sensory input 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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The modern era of the formation and development of postmodern culture is characterized by the complexity and contradictory nature of sociocultural processes. Against the backdrop of global transformations and “civilizational fractures”, fundamental changes are taking place in the mutual connection of intelligence, spirituality and mentality. Time requires activation of intellectual resources and creative potential of the individual, comprehension of new processes occurring in the cognitive-mental continuum.

The productive interaction of social intelligence and spirituality is realized in the mental space that regulates the motives, values and meanings of the individual. At the highest spiritual level, the motivational and semantic regulators of an individual’s life are moral values and a system of axiological maxims reproduced in every cultural tradition, regardless of the specific historical period in the development of society.

Modern times are fundamentally different from all previous eras: intelligence, which is recognized as a resource more important than natural raw materials, becomes a value of a special order. The new intellectual formation, in our opinion, is characterized by the following trends:

Changes in many sociocultural processes and the formation of intellectual networks that influence the development of the logical components of mental culture (a set of state, scientific, public structures and organizations aimed at improving the mental system).
Technologization of intellectual processes (creation of “thought factories”) in order to ensure the connection of intellectual centers (development and research) with control systems, as well as for conducting “ad hoc” research.
Transformation of the spiritual and intellectual space in which the polarization of global and anti-global processes is growing: in contrast to one-dimensional simplified globality as a feature of mass lack of spirituality and consumerism, high-level spirituality is emerging, which can be considered as an alter-global phenomenon.
Formation of a new type of thinking, capable of overcoming conventional divisions between areas of knowledge and cognizing the world more deeply, systematically and rationally, at a complex logical level.

In developed countries, intelligence belongs to the category of competitive advantages of a person and a country. According to M.A. Kholodnoy, “at present we can talk about a global intellectual redivision of the world, which means fierce competition individual states for the predominant possession of intellectually gifted people - potential carriers of new knowledge... Intellectual creativity, being an integral aspect of human spirituality, acts as a social mechanism that resists regressive lines in the development of society.”

In the conditions of competition caused by the need to survive in a rapidly changing world, each state strives to form an individual trajectory of modernization in order to ultimately take a place in the international system of division of labor that most adequately corresponds to its level of development and potential. The modernization policy of a particular state takes into account its general development ideology, existing competitive advantages and is essentially a policy of integration into the emerging world order. The effectiveness of modernization processes is equally determined by the state and level of development of public intelligence, scientific, educational and real sectors of the economy. .

Intellectual productivity social system is based on the quality of human mental activity, the ability of the mind to carry out intellectual operations of a high degree of complexity, information capacity and influence real processes. The complete realization of the intellectual complexity of an individual is achieved with the maximum deployment of all properties of the intellectual system of society. The cognitive interaction of the subject with the world is updated in mental space, which is a dynamic form of mental experience.

Mental experience is a system of mental formations and mental states initiated by them, which underlie a person’s cognitive attitude to the world and determine the specific properties of his intellectual activity.

The concept of mental experience M.A. Kholodny includes a psychologically based model of intelligence, the structural and content aspects of which are described from the standpoint of the composition and structure of the subject’s mental experience. This original model shows that psychometric intelligence, measured by IQ level using special tests, is a concomitant phenomenon, a kind of epiphenomenon of mental experience, which reflects the properties of the structure of individual and acquired knowledge, cognitive operations.

According to the definition of M.A. Cold, 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 they predict and the mental representations of what is happening within this space.

In the structure of intelligence M.A. Kholodnaya includes the substructures of cognitive, metacognitive and intentional experience. In the cognitive concept of intelligence, intentional experience refers to the mental structures that underlie individual intellectual dispositions. Their main purpose is “to predetermine subjective selection criteria regarding a specific subject area, the direction of searching for a solution, certain sources of information, and subjective means of presenting it.”

Mental structures perform a regulatory function in the process of involuntary information processing, as well as voluntary regulation of a person’s intellectual activity and thereby form his metacognitive experience.

Intentional experience is included in the sphere of motivational and personal regulation of cognitive activity. Thus, in the concept of mental experience M.A. Kholodnaya quite rightly assigns a central place to the motivational system - mental structures that determine the criteria for subjective choice (content, paths, means of finding a solution, sources of information). In our opinion, the category of spirituality, defined as the highest level of self-regulation and personal development based on the highest human values, correlates with the concept of “intentional experience” in the concept of M.A. Cold and occupies a central position in the structure of mental content.

Mentality represents a deep level of individual and social consciousness, includes unconscious processes, and is a way of expressing mental abilities person and the intellectual potential of the social system as a whole.

Intellectual productivity, both at the personal and collective level, is revealed not in the sphere of quantitative indicators of psychometric intelligence, but in the sphere of “creative adequacy”, determined by the unity and interconnection of intelligence, creativity and personal spirituality.

The mentality of a social system in itself does not determine intellectual productivity. Primitive levels of mentality (lack of spirituality of society) give rise to a corresponding type of practical productivity.

It depends on the method of mental organization of society and the orientation of the mentality. intellectual potential social system, the ability of society and the state system to solve specific problems in conditions of global instability of socio-economic and political processes.

mental space, mental structures

and mental representations

Mental experience and its structural organization. The idea of mental experience as a special mental reality that determines the properties of a person’s intellectual activity (and, moreover, his personal qualities and characteristics of social interactions) gradually took shape in different terminology in various areas of foreign and domestic psychological research. These studies were brought together by interest in the structure of the human mind and the conviction that the features of the structural organization of the cognitive sphere determine a person’s perception and understanding of what is happening and, as a consequence, various aspects of his behavior, including verbal behavior.

Gradually, empirical material accumulated in science, to describe which concepts such as “scheme”, “structure of generalization”, “structural properties of a conceptual system”, “construct”, “structure of knowledge representation”, “mental space”, etc. were used. Theories have emerged according to which, in order to understand the mechanisms of psychological and intellectual development, it is important not only What the subject reproduces in his consciousness in the process of cognitive interaction with the objective world, but also what How he comprehends what is happening.

The idea of the key role of the structural characteristics of the cognitive sphere began to be actively developed in cognitively oriented theoretical directions - cognitive psychology (F. Bartlett, S. Palmer, W. Neisser, E. Rosch, M. Minsky, B. Velichkovsky, etc.) and cognitive psychology personality (J. Kelly, O. Harvey, D. Hunt, H. Schrodeer, W. Scott, etc.).

Despite all their differences, these cognitive approaches are united by an attempt to empirically demonstrate the role of cognitive structures (i.e., different aspects of the structural organization of mental experience) as determinants of human behavior.

In cognitive personality psychology and in experimental cognitive psychology, certain mental formations have been discovered and described that control and regulate general and individual ways of perceiving, understanding and interpreting current events by a person. These mental formations have been called by different names: “cognitive control principles”, “constructs”, “concepts”, “cognitive schemes”, etc. However, all theoretical concepts emphasized the same idea: from how mental structures are arranged, specific manifestations of intellectual, cognitive and speech activity, personal properties and characteristics of a person’s social behavior depend.

Mental structures is a system of mental formations that, under conditions of cognitive contact with reality, provide the possibility of receiving information about ongoing events and its transformation, as well as managing the processes of information processing and selectivity of intellectual reflection. Mental structures form the basis of individual mental experience. They are fixed forms of experience with specific properties. These properties are:

1) representativeness (participation of mental structures in the process of constructing the objectified experience of a particular fragment of reality); 2) multidimensionality (each mental structure has a certain number of aspects, the consideration of which is mandatory to understand the features of its structure); 3) constructiveness (mental structures are modified, enriched and rebuilt); 4) the hierarchical nature of the organization (other perceptual schemes of varying degrees of generality can be “nested” into one perceptual scheme; the conceptual structure is a hierarchy of semantic features, etc.); 5) the ability to regulate and control the ways of perceiving reality. In other words, mental structures are unique mental mechanisms in which the subject’s available intellectual resources are presented in a “collapsed” form and which, upon contact with any external influence, can “unfold” a specially organized mental space.

Mental space – this is a dynamic form of mental experience, which is updated in the conditions of cognitive interaction of the subject with the outside world. Within the mental space, various kinds of mental movements and movements are possible. According to V.F. Petrenko, this kind of subjective space of reflection can be represented as a “breathing, pulsating” formation, the dimension of which depends on the nature of the task facing a person.

The fact of the existence of mental space was recorded in cognitive psychology in experiments studying mental rotation (the ability to mentally “rotate” the image of a given object in any direction), the organization of semantic memory (words stored in memory, as it turned out, are at different mental distances from each other) , understanding the text (it involves the creation in the mind of a subjective space of text content and a set of operators for carrying out mental movements in this space), as well as problem solving processes (the search for a solution is carried out in a certain mental space, which is a reflection of the structure of the problem situation).

G. Fauconnier introduced the concept of “mental space” when studying the problem of representation and organization of knowledge. He viewed mental spaces as areas used to generate and combine information. Subsequently, the concept of “mental space” was used by B. M. Velichkovsky to explain the effects of information processing at the level of higher symbolic functions. Thus, it was experimentally shown that units of representation of real space can be immediately deployed into a full-fledged mental spatial context, depending on the task at hand. It is characteristic that the construction of mental spaces is a prerequisite for “modeling reasoning”, the essence of which is the construction of a possible, counterfactual and even alternative reality. The success of modeling reasoning depends, firstly, on the ability to form spaces, correctly distribute knowledge across specific spaces and combine different spaces and, secondly, on the ability to identify meaningful consequences of this reasoning, taking into account their relationship to the real world.

Another important function of mental spaces is their participation in creating context. Context is the result of the functioning of mental space generated by the structures of human mental experience.

Of course, mental space is not an analogue of physical space. Nevertheless, it has a number of specific “spatial” properties. Firstly, it is possible to quickly expand and collapse mental space under the influence of internal and/or external influences (i.e., it has the ability to instantly change its topology and metrics under the influence of a person’s affective state, the appearance of additional information, etc.). Secondly, the principle of the structure of mental space is apparently similar to the principle of the structure of a nesting doll. Thus, according to B. M. Velichkovsky, the success of solving a creative problem presupposes the presence of a certain set of mental spaces recursively nested in each other, which creates the possibility of any options for the movement of thought. Thirdly, mental space is characterized by such qualities as dynamism, dimension, categorical complexity, etc., which manifest themselves in the characteristics of intellectual activity. Examples include the effect of slowing down the intellectual reaction as a consequence of the expansion of the mental space, or the effect of misunderstanding as a consequence of the closedness and impenetrability of the mental space of one of the communication partners.

In addition to mental structures and spaces, a special place in mental experience is occupied by mental representations . They represent actual mental images of specific events. Mental representations are the operative form of mental experience. Appearing in the form of a detailed mental picture of an event, they are modified as the situation changes and the intellectual efforts of the subject.

In contrast to mental structure, mental representation is considered not as a form of recording knowledge, but as a tool for applying knowledge to a certain aspect of activity. It is a structure that depends on circumstances and is built in specific conditions for specific purposes.

The assumption that representation actually performs special functions in the organization of intellectual activity is supported by numerous studies of individual differences in the type of mental vision of a problem situation between subjects with different levels of intellectual development. The results of these studies make it possible to identify some universal deficits in representational ability, which result in lower success of intellectual activity when faced with a particular problem situation. These universal deficits in representational ability are especially pronounced when various categories of students master a foreign language. These include:

 inability to build an adequate understanding of the situation without clear and comprehensive external instructions regarding its nature and methods of resolving it;

 incomplete understanding of the situation, when some of the details do not fall into the field of view at all;

 reliance on direct subjective associations, rather than on an analysis of the objective features of the situation;

 global presentation of the situation without serious attempts to approach it analytically, decomposing and restructuring its individual details and aspects;

 inability to build an adequate representation on an uncertain, insufficient, incomplete information basis;

 preference for a simpler, clearer and well-organized form of representation over a complex, contradictory and disharmonious one;

 fixation of attention on obvious aspects of the situation and inability to respond to its hidden aspects;

 absence in representations of highly generalized elements in the form of knowledge about general principles, categorical foundations and fundamental laws;

 inability to explain one’s own actions when constructing one’s understanding of the situation;

 using a strategy like “first do, then think”, i.e. the time for familiarization and understanding of the situation is sharply reduced due to a more direct transition to the process of solving it;

 inability to quickly and clearly identify two or three key elements of the situation in order to make them the reference points of their further reflections;

 unwillingness to rebuild the image of the situation in accordance with changing conditions and requirements of activity.

According to many researchers, the basis of the phenomenon of representation is the idea that all mental images in the form of impressions, insights, and schemes are the product of certain cognitive processes - thinking, symbolization, perception, speech production. Each person develops a special balance of these cognitive processes, on the basis of which a specific system of subjective “codes” is developed. Therefore, different people have different styles of cognitive attitude towards the world, depending on the prevailing type of cognitive experience, the presence of certain, subjectively preferred rules for processing information and the severity of their own criteria for assessing the reliability of their knowledge. The form of mental representation can be highly individualized. This could be a “picture”, a spatial diagram, a combination of sensory-emotional impressions, a simple verbal-logical description, a hierarchical categorical interpretation, a metaphor, a system of statements, etc. However, in any case, such a representation meets two basic requirements.

Firstly, it is always a mental construct generated by the subject himself, formed on the basis of the external context (information coming from outside) and the internal context (the knowledge available to the subject) due to the inclusion of mechanisms for reorganizing experience: categorization, differentiation, transformation, anticipation, translation of information from one modality of experience into another, its selection, etc. The nature of the reconstruction of these contexts determines the originality of a person’s mental vision of a particular situation.

Secondly, it is always, to one degree or another, an invariant reproduction of the objective laws of the displayed fragment of the real world. We are talking about the construction of precisely objectified representations, distinguished by their object orientation and subordination to the logic of the object itself. In other words, intelligence is a unique mental mechanism that allows a person to see the world as it really is.

The concepts of “mental experience” and “intelligence” can be distinguished based on their definitions. Mental experience is a system of existing mental 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, while intelligence represents a special individual form of organizing mental experience in the form of existing mental structures, the mental space of reflection generated by them and the mental representations of what is happening within it.

The study of mental structures as mental carriers of the properties of the intelligence of any person, including people studying foreign languages, leads to the need to pose three important questions: 1) what mental structures characterize the composition and structure of mental experience?; 2) how do different types of mental structures interact?; 3) what type of mental structures can act as a system-forming component in the system of individual mental experience?

Analysis of mental structures, carried out by foreign and domestic psychologists and psycholinguists, allows us to distinguish three levels of experience: cognitive, metacognitive and intentional.

Cognitive experience – these are mental structures that provide storage, ordering and transformation of existing and incoming information. Their main purpose is the rapid processing of current information.

Metacognitive experience – these are mental structures that allow for involuntary and voluntary regulation of intellectual activity. Their main purpose is to monitor the state of individual intellectual resources, as well as the processes of information processing.

Intentional experience - These are the mental structures that underlie individual intellectual tendencies. Their main purpose is the formation of subjective selection criteria regarding a specific subject area, the direction of searching for a solution, sources of information and methods of processing it.

The mental structures that form the composition of cognitive experience include: archetypal structures, methods of encoding information, cognitive schemes, semantic structures and conceptual structures.

Archetypal structures – these are specific forms of cognitive experience that are transmitted to a person through genetic and/or social development.

Methods of encoding information (effective, figurative and symbolic) are the subjective means with which a person represents the world around him in his experience and which he uses to organize this experience for future behavior.

Cognitive schemas – these are generalized and stereotyped forms of storing past experience in relation to a certain subject area (a familiar object, a known situation, a familiar sequence of events, etc.). They are responsible for receiving, collecting and transforming information in accordance with the requirement to reproduce stable, normal, typical characteristics of what is happening. The main types of cognitive schemes, as we have already noted, are prototypes, frames and scenarios.

Prototypes are cognitive structures that contain a set of general and detailed features of typical objects. These structures reflect and reproduce the most typical examples of a certain class of objects or categories. In the process of mental activity, prototypes of a class of objects or categories are usually updated or identified much faster than other words belonging to the same class of objects or categories. So, for example, for a Russian speaker, a sparrow is more of an example of a typical bird than, say, a penguin or an ostrich. This fact indicates the existence in the structure of human mental experience of a cognitive scheme of a “typical bird”, and the prototype of a “bird” (its most striking and obvious example), judging by our data, for Russophones is the form-type of a sparrow, to which subjective ideas about other birds are adjusted . Let us add that the cognitive schema of a “bird” seems to imply that not only does this thing have wings that allow it to fly, but it must also sit on a branch (“a typical bird in a typical situation”). Therefore, it is not surprising that not only children, but also many adults do not consider the penguin to be a bird.

J. Bruner paid great attention to the study of the prototypical effects of organizing cognitive-intellectual activity, who introduced the term “focus example” in his works to denote what is behind the prototype. J. Bruner called a “focus example” a generalized or specific example of a concept that functions in the individual linguistic consciousness of the listener in the form of a schematized image, which he uses as a support or reference point when identifying lexical units in the process of their perception. The use of “focus examples” by the listener in the process of identifying and forming concepts, according to J. Bruner, is one of the effective ways to reduce memory overload and simplify logical thinking. Typically, a listener in the process of processing information uses two types of “focus examples”: specific examples in relation to specific concepts (for example, an orange has a typical color, size, shape, smell, etc.) and generic examples in relation to general generic categories (for example, in the form of a typical schematized image of the principle of operation of a lever or the image of a typical triangle).

What exactly will be perceived by the listener and what his primary interpretation will be is also determined by such a type of cognitive schemes as frames, which are forms of storing stereotypical knowledge about a certain class of situations. As we have already noted, frames are schematized representations of certain stereotypical situations, consisting of a generalized frame that reproduces the stable characteristics of this situation, and “nodes” that are sensitive to its probabilistic characteristics and which can be filled with new data. Frame frames characterize stable relationships between elements of situations, and the “nodes” or “slots” of these frames are variable details of these situations. When extracting the necessary frame in the process of term recognition, it is quickly brought into line with the characteristics of the situation by filling in its “nodes”. For example, the frame of a living room has a certain unified frame in the form of a generalized idea of a living room in general, the nodes of which can be filled with new information every time a person perceives a living room or thinks about it.

In the conditions of real intellectual activity that takes place in the process of speech perception, the entire set of involved cognitive schemes operate simultaneously: individual perceptual schemes of varying degrees of generality turn out to be “built-in” one into the other. For example, the cognitive schema “pupil” is a subschema of “eye”; “eye”, in turn, is a subschema embedded in the schema “face”, etc.

Frames can be either static or dynamic. Dynamic frames, as we have already noted, are usually called scripts, or scripts. Scripts are cognitive structures that facilitate the reconstruction of the temporal and situational sequence of events expected by the recipient.

Prototypes act as constituent elements of frames, frames participate in the formation of scripts (scenarios), etc.

An important component that makes up a person’s cognitive experience, along with cognitive schemas, are semantic structures , representing an individual system of meanings that characterizes the content structure of the individual intellect of the listener. Due to the presence in the individual consciousness of these mental formations, knowledge, presented in the mental experience of the listener in a specifically organized form, has an active influence on his intellectual-cognitive behavior in the process of speech generation and recognition of linguistic units and linking them into semantic complexes. An experimental study of semantic structures carried out by researchers in different years has made it possible to establish that an individual system of meanings at the level of verbal and non-verbal semantic structures usually reveals itself under experimental conditions in the form of stable verbal associations, semantic fields, verbal networks, semantic or categorical spaces, semantic -perceptual universals, etc.

Experimental studies of the actualization and functioning of semantic structures in the process of identifying lexical units and establishing various types of connections and relationships between them have revealed the dual nature of their organization: on the one hand, the content of semantic structures is invariant with respect to the intellectual behavior of different people in different situations, and on the other – it is extremely individualized and variable due to its saturation with subjective impressions, associations and rules of interpretation.

The most important structure-forming components of cognitive experience are conceptual mental structures . These structures are integral cognitive constructs, the design features of which are characterized by the inclusion of different methods of encoding information, the representation of visual schemes of varying degrees of generalization, and the hierarchical nature of the organization of semantic features.

Analysis of conceptual structures allows us to identify at least six cognitive components in these integral cognitive formations. These include: verbal-speech, visual-spatial, sensory-sensory, operational-logical, mnemonic and attentional. These components are quite closely and at the same time selectively interconnected. When conceptual structures are included in the work, information about objects and events begins to be processed simultaneously in a system of many interacting forms of mental reflection, as well as different ways of encoding information. Obviously, it is precisely this circumstance that explains the high resolving cognitive capabilities of experienced listeners who have highly developed conceptual thinking within the scientific field to which the received speech message belongs.

The generally accepted opinion that conceptual thinking operates with “abstract entities” is, of course, nothing more than a metaphor. As one of the most famous Russian researchers of intelligence and conceptual thinking, M.A. Kholodnaya, rightly asserts, any form of intellectual reflection, including conceptual thinking, is focused on reproducing objective reality in a cognitive image. Consequently, the conceptual structure as a mental formation must contain elements that could ensure the representation of the subject-structural characteristics of reality in the mental space of conceptual thought. Apparently, this role is taken on by cognitive schemes, which are responsible for the mental visualization of individual parts of the process of conceptual reflection.

Note that in some philosophical teachings the ability to visualize the content of acquired concepts is considered an integral aspect of human cognition. In particular, E. Husserl in his works spoke about “eidos” - special subjective states represented in the individual consciousness in the form of “objective structures” and allowing one to mentally see the essence of a particular concept. These can be “eidos” of a class of physical objects (house, table, tree), abstract concepts (figure, number, size), sensory categories (loudness, color). In fact, “eidos” are intuitive visual schemes that display the invariants of a person’s sensory-concrete and object-semantic experience and which cannot always be expressed in verbal descriptions.

According to L. S. Vygotsky, a concept is a special structure of generalization, which is characterized, on the one hand, by the selection and correlation of a certain set of multi-level semantic features of the displayed object and, on the other hand, by inclusion in a system of connections with other concepts. The conceptual mental structure, thus, works on the principle of a “mental kaleidoscope”, since it has the ability to quickly correlate differently generalized features within a single concept, as well as quickly combine this concept with a number of other differently generalized concepts. Thus, the process of conceptual generalization gives rise to a special type of understanding of reality, based, according to many researchers, on a radical restructuring of existing semantic structures.

Knowledge about an object at the conceptual level is knowledge of a certain set of different qualitative characteristics of the corresponding object (details, actual and potential properties, patterns of occurrence, connections with other objects, etc.). The ability to isolate, list these features and explain other features on their basis leads to the fact that the information a person has about an object is transformed into holistic and at the same time differentiated knowledge, the elements of which meet the requirements of completeness, dissection and interconnectedness.

Conceptual generalization does not come down to discarding certain specific, individually specific features of objects and highlighting only their common feature. Apparently, during the formation of a concept, a special kind of synthesis of features of varying degrees of generality takes place in the final generalizing concept, in which they are stored in an already modified form. Consequently, conceptual generalization acts as a special form of semantic synthesis, thanks to which any object is simultaneously comprehended in the unity of its specific situational, subject-structural, functional, genetic, species and categorical-generic characteristics.

A special place in the structure of mental experience is occupied by metacognitive experience , which includes at least three types of mental structures that provide various forms of self-regulation of intellectual activity: involuntary intellectual control, voluntary intellectual control and metacognitive awareness.

Involuntary intellectual control provides operational regulation of the process of information processing at the subconscious level. Its action is manifested in the peculiarities of mental scanning (in the form of strategies for distributing and focusing attention, choosing the optimal volume of scanning of incoming information, operational structuring), instrumental behavior (in the form of restraining or inhibiting one’s own actions, implicit learning in the course of mastering a new activity), categorical regulation ( in the form of involving concepts of varying degrees of generality in the process of information processing).

Arbitrary intellectual control forms individual approaches to planning actions, anticipating events, formulating judgments and assessments, choosing information processing strategies, etc.

Metacognitive awareness includes a person’s knowledge of his individual intellectual qualities (peculiarities of memory, thinking, preferred ways of posing and solving problems, etc.) and the ability to evaluate them from the point of view of the possibility/impossibility of performing specific types of tasks. Thanks to metacognitive awareness, human intelligence acquires a new quality, which psychologists call cognitive monitoring. This quality allows a person to introspectively review and evaluate the progress of his intellectual activity and, as necessary, adjust its individual links.

Intelligence and intellectual abilities. Intelligence is a mental reality, the structure of which can be described in terms of the composition and architectonics of mental experience. Individual intellectual abilities at the level of effective, procedural and individually specific properties of intellectual activity act as derivatives in relation to the peculiarities of the mental experience of a particular individual.

The success of a particular activity is usually correlated with a person’s individual abilities. Accordingly, intellectual abilities are individual personality traits that are a condition for successfully solving certain problems. Intellectual abilities include: the ability to learn, study foreign languages, the ability to reveal the meaning of words, think by analogy, analyze, generalize, compare, identify patterns, offer many options for solving a problem, find a contradiction in a problem situation, formulate your approach to studying what - or subject area, etc. In the scientific literature, it is generally accepted that all intellectual qualities of a person are determined by the presence of four types of intellectual abilities.

The first type is convergent abilities . They reveal themselves in terms of the efficiency of information processing, primarily in terms of the correctness and speed of finding the only normative or possible answer in accordance with the requirements of a given situation. Convergent abilities cover three types of intelligence properties: level, combinatorial and procedural.

Level properties of intelligence characterize the achieved level of development of cognitive mental functions (verbal and non-verbal), acting as processes of cognitive reflection (such as sensory discrimination, speed of perception, volume of operational and long-term memory, concentration and distribution of attention, awareness in a certain subject area, vocabulary reserve, categorical-logical abilities, etc.).

The combinatorial properties of intelligence characterize the ability to identify various kinds of connections, relationships and patterns.

The procedural properties of intelligence characterize elementary processes of information processing, as well as operations, techniques and strategies of intellectual activity.

Convergent intellectual abilities characterize one of the aspects of intellectual activity aimed at searching for the only correct result in accordance with the specified conditions and requirements of the activity. Accordingly, for a Russian language teacher testing foreign language students, a low or high rate of completion of a certain test task indicates the degree of formation of a specific convergent ability in students (the ability to remember and reproduce a certain amount of information, perform certain speech acts and tasks, establish connections between words, analyze them, explain the meaning of terms and term-word combinations, carry out certain mental operations, etc.).

The second type of intellectual abilities is formed divergent abilities (or creativity ). In the scientific literature, this term refers to the ability to generate a wide variety of original ideas in unregulated operating conditions. Creativity in the narrow sense of the word is divergent thinking, the distinctive feature of which is the subject’s willingness to put forward many equally correct ideas regarding the same object. Creativity in the broad sense of the word is a person’s creative intellectual abilities, including the ability to bring something new to experience (F. Barron), generate original ideas in the context of resolving or posing new problems (M. Wallach), identify and realize gaps and contradictions, formulate hypotheses regarding the missing elements of the situation (E. Torrance), abandon stereotypical ways of thinking (J. Guilford).

The criteria for creativity are usually: a) fluency (the number of thoughts arising per unit of time); b) originality of the ideas put forward; c) sensitivity to unusual details, contradictions and uncertainty; d) the ability to quickly switch from one idea to another; e) metaphorical (readiness to work in a surreal context, the ability to use symbolic and associative means to express one’s thoughts).

Typical tasks for diagnosing the creativity of students studying foreign languages are: name all possible contexts of using a word; list all words that may belong to a particular class; construct a semantic space of given words; establish connections between concepts; continue the metaphor; finish the text, restore the text, etc.

The third type of intellectual ability is learning ability , or learning ability . With a broad interpretation, learning ability is considered as the general ability to assimilate new knowledge and methods of activity. In a narrower sense of the word, learning ability is the magnitude and rate of increase in the effectiveness of intellectual activity under the influence of certain teaching influences or techniques.

Typically, the criteria for learning ability are: the amount of dosed assistance to the student in mastering certain educational material; the ability to transfer acquired knowledge or methods of action to perform similar tasks; the need for a hint when performing certain speech acts or lexical and grammatical tasks; the number of exercises a student needs to master certain rules, etc.

A special type of intellectual ability is represented by cognitive styles , which cover four types of stylistic properties of intelligence: information encoding styles, cognitive, intellectual and epistemological styles.

Information coding styles – these are individual ways of encoding information depending on the dominance of a certain modality of experience. It is customary to distinguish four styles - auditory, visual, kinesthetic and sensory-emotional.

Cognitive styles – these are individual ways of processing information about the current situation. In foreign psychology you can find descriptions of more than two dozen cognitive styles. The most common of them are four oppositional varieties of styles: field-dependent, poly-independent, impulsive, reflective, analytical, synthetic, cognitively simplified, cognitively complex.

1. Representatives of the field-dependent style rely on visual impressions when assessing what is happening and have difficulty overcoming the visible field when it is necessary to detail and structure the situation. Representatives of the field-independent style, on the contrary, rely on internal experience and easily abstract from the visible field, quickly and accurately identifying details from the whole situation.

2. An individual with an impulsive style quickly puts forward hypotheses in a situation of alternative choice, while they make many mistakes in identifying objects. For people with a reflective style, on the contrary, a slower pace of decision-making is characteristic, and therefore they make fewer violations when identifying objects due to their thorough preliminary analysis.

3. Representatives of the analytical style (or the poles of a narrow range of equivalence) tend to focus on the differences between objects, paying attention mainly to their details and distinctive features. Representatives of the synthetic style (or the poles of a wide range of equivalence), on the contrary, tend to focus on the similarity of objects, classifying them taking into account some generalized categorical bases.

4. Individuals with a cognitively simplified style understand and interpret what is happening in a simplified form based on recording a limited set of information (the pole of cognitive simplicity). Individuals with a cognitively complex style, on the contrary, tend to create a multidimensional model of reality, highlighting many interrelated aspects in it (the pole of cognitive complexity).

Smart Styles – these are individual ways of setting and solving problematic problems. It is customary to distinguish three types of intellectual styles: legislative, executive and evaluative.

Legislative style characteristic of students who ignore details. They have special approaches to rules and regulations, their own assessment of what is happening. In teaching, they accept dictatorial approaches and demand that the language be taught to them in the way they consider necessary and correct. They subjectively consider other learning strategies to be incorrect. If a teacher accepts the “rules of the game” of such students, this often leads to very negative consequences in teaching. In the language teaching system, the legislative style is characteristic of Arab and Western European students (especially students from the UK and Germany).

Executive style is typical for students who are guided by generally accepted norms, inclined to act according to the rules, and prefer to solve pre-formulated, clearly defined problems using already known means. Practical experience work in foreign audiences shows that this style is inherent in Chinese, Korean, Japanese students, as well as students from Africa, Latin America, Eastern Europe and some Western European countries (Italy, Spain, France).

Evaluation style characteristic of students who have a certain minimum of their own rules. They are focused on working with ready-made systems, which, in their opinion, can and should be modified. When learning a language, these students often restructure the material the teacher gives them. They tend to analyze, criticize, evaluate and improve problems. This style does not have an erko-expressed ethnic dominant. It is mastered by certain groups of students, regardless of their nationality.

Epistemological styles - these are individual ways of a person’s cognitive attitude to what is happening, manifested in the peculiarities of constructing an individual “picture of the world.” It is customary to distinguish between three epistemological styles: empirical, rationalistic and metaphorical.

Empirical style – this is a cognitive style in which a student builds his cognitive contact with the world on the basis of data from direct perception and subject-practical experience. Representatives of this type tend to confirm the truth of certain judgments with references to specific examples and facts.

Rationalist style is a cognitive style in which the student builds his contact with the world by using a wide range of conceptual schemes and categories. The adequacy of individual judgments is assessed by the student on the basis of logical conclusions using the entire complex of mental operations.

Metaphorical style- this is a cognitive style that manifests itself in the student’s tendency to maximize the variety of impressions and combine externally different phenomena.

Cognitive styles in the form of the expression of certain forms of information presentation (encoding styles), the formation of mechanisms of involuntary intellectual control (cognitive styles), the degree of individualization of ways of posing and solving problems (intellectual styles) or the degree of integration of cognitive and affective experience (epistemological styles) have the most directly related to the productive capabilities of the intellect and can be considered as a special type of intellectual abilities.