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Intelligence and its development in the pedagogical process. Properties of intellectual activity

Thesis

Degteva, Tatyana Alekseevna

Academic degree:

PhD in Psychology

Place of defense of the dissertation:

VAK specialty code:

Speciality:

General psychology, personality psychology, history of psychology

Number of pages:

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

1.1. Basic approaches to the problem of mesh organization

HOIO Oppa in psychology.

1.2. The role of cognitive mental cipyKiyp in opianimation individual messalioyu oppa.

1.3. Mental represen- tation as Kochi's own tea

Iive mental cipyKiyp.

Chapter 2. ORGANIZATION AND RESEARCH METHODS.

2.1. Characteristics of the researched ruins and paws iKCiiepn-mixed research.

2.2. Me Iody of studying the mental representations of students.

2.3. Research methods for the development of cognitive mental structures in students of various fields.

Chapter 3

MENTAL EXPERIENCE OF SCHOOLCHILDREN.

3.1. Gender-fast and individual special! and cognizant psychic structures and mental repetitions.

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

3.3. Analysis of the research results.

Introduction to the thesis (part of the abstract) On the topic "Cognitive mental structures as a factor in the organization of individual mental experience"

Current research. The intellectual potential of the path of union is the most important condition for the development of the general public. The key trend of modern times is the increasing need for the subject to “learn to learn”, which involves the expansion of individual men/alpa experience.

A person's perception of reality and its effect in it in me are determined by an individual mental experience based on complex mental structures. In this regard, the problem of the changing organization of cognitive psychic cipyKiyp and mechanization on the whole rises to one of the central messages in psychology. In the present time, it is important to reveal the general, the whole of the functioning of the interfering onpa and to identify the specifics and originality of the development of oi-specific koi piIivny 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 oi-expression in the foods of domestic and foreign specialties in the field of koi

NITIVE PSYCHOLOGY, PSYCHOLOGY OF PERSONALITY AND GROWTH G1SIKH0L01 ii.

In a vast array of koi iive studies, the problem of orishiza-tion of the mind is presented in approaches to the study of [separate mental processes and crpyKiyp: iamage (L.L. Smirnov, L.R. L> ria, P.P. Blonsky); thinking (J. Piaget, B. Inelder, I.S. Yakimanskaya, E.D. Khomskaya, M.A. Kholodnaya and others); attention (F.N. Gonobolin, V.I. Sakharov. N.S. Leytes. P.Ya. Galierin).

The main directions of modern empirical research of cognitive structures in cats of small scale are:

Description of holistic simitomocomilexes and their koshy structures (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);

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

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

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

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

Identification of the conditions for the development of cositive abilities (A.-P.Pere-Clermo, G. Muni, U. Duaz, A. Brossard, Ya.A. Ponomarev, Z.I. Kalmykova, P.F. Galyshna, P.II. Kabanova- Meller, I. A. Menchinskaya, A. M. Maposhkin, E. A. Golubeva, V. N. Druzhinin, I. V. Ravich-Shcherbo, S. A. Inomova, G. A. Paianova, II. , G. I. Shevchenko, O. V. Solovieva).

The first cognitive process, by means of which a person replenished! individual mental experience, receiving information from the external and internal environment, is a sensation. On the basis of sensations, she develops more integral and more complex cognitive psychic strumuras according to their sfumura. V.D. Shadrikov c4Hiaei, nu piece-rate types of perception can have corresponding analogues in general step-by-step processes (auditory, visual, tactile, for example, in auditory, visual memory, imaginative thinking, and 1.d.).

Despite the rather wide range of problems of the mental organization of intelligence in scientific research, follow! o (it should be noted that the problem of the interrelation between the mixed oppa and koi or i ivny mental cipyKiyp according to the modal principle remains poorly understood.

The problem of the research is to identify the main principles of the relationship between the mental cipyKiyp and the koi native mental cipyKiyp.

The aim of the study is to study the places of mental repres- tation in some of the most psychic structures, xapaKi, which have an individual description of the interfering subjective experience.

Object of study: mental experience of students of different genders I pyrin, characterized by level and modal organization of the development of multiple mental structures.

Subject of study: the influence of metal reuretations on the sexually fast dynamics of the development of cognitive mental cipyKiyp during the school period on ioi sps ha.

Research hypotheses

1. The relationship of cognitive mental cipyKiyp and mental representations, which are an operational form of mental perception, determines the effectiveness of intellectual activity.

2. Individual cipaiernn coding of information in oppe is conditioned by mental representations.

3. At the basis of age and sex differences in the intellectual activity of schoolchildren lies the method of organizing koi native cipyKiyp according to the principle of modality (auditory, visual, kinematic).

Research objectives:

1. On the basis of the analysis of the concepts of kotshivpy psycholism, to develop a conceptual apparatus for studying the relationship between mixed oppa, koi-niche mental structures and mental representations.

2. Carry out differential psychological diashoaics of schoolchildren, identifying: individuals with different zhpas of the leading representative system, mental representation and development of coping mental cipyniyp; forms of or!apization of the individual mixed group of schoolchildren on a modal basis, denoting gender and age special and.

3. Experimentally study the system of organizing individual mental experience and give a description of the individual strategies of its opia-nization according to touch type.

4. OxapaKi erizova p, the relationship between ihiiom of mental representation (modal cipyKiypofi perceiving, comprehending, processing information and explaining what is happening), the dynamics of the development of cognitive mental structures and the peculiarities of organizing the individual mental experience of schoolchildren.

5. Based on the results of the study, develop a set of recommendations on taking into account the individual characteristics of organizing the disturbing experience of schoolchildren in the learning process, normalizing the intellectual and educational loads in high school, establishing a system for selecting gifted children.

6. The meudological basis of the study was: the principle of a system-active approach to the study of mental phenomena (L.S. Vygotsky, 1957, S. JI. Rubinipein, 1946, II.L. Leosh-ev, 1960, B.G. Ananiev, 1968 );

The principle of differentiation of cognitive structures in mental development(P.I. Chuprikova, 1995); the principle of dependent psychic detection of oi organic1 about the substrate, which ensures the implementation of psychic detection, developed in " activity physiology" ON THE. Bernpein, the theory of functional systems P.K. Anokhin, georgy systemic organization higher cortical functions A.R. Luria; the principle of constructing the psyche, ishellek1a and menialmy oppa as a hierarchically organized wholeness (C.JI. Rubinnpein, 1946, M.A. Kholodnaya, 1996). principle integrated approach, involving the study of oi-detailed cositive mental structures of the same people using the method of cross-sections and loss and substitution of meduda at ipex levels - the individual, the subject of activity and personal (B.G. Ananiev, 1977, V.D. Shadrikov, 2001); the principle of the unity of theory - experiment - practice (Lomov B.F., 1975, 1984, Zabrodin Yu.M., 1982), which is concretized applied to the tasks of research as the principle of unification of the psychological theory of Ishel-Lek1a, the mental oppa and the cositive mental cipyKiyp , their intermixed research and the use of the received Fajuic Maie-rial in general educational practice.

The following methods were used to solve the set tasks and check the initial positions: theoretical (analysis and generalizations of the experiment, abstraction, modeling), empirical (observation, questioning, praxis method, experiment); scientific (quantitative and qualitative processing of materials by methods of mathematical ciation, psychological measurement, multiple comparison).

The study was carried out during the period of sheoi jiei and included 1ri > iana: On the nerve of dad (2000-2001) began iichxojioi, philosophical, social, pedagogical, methodological liiepaiypa on the research problem, analyzed the state of theoretical explanation of the principles and models of the mental experience organization system in domestic and foreign psychology. The research agenda was improved, the content and forms of the experimental work were determined. At this stage (stating experiment), individual indicators of students' belonging to various sensory types were determined: visual, auditory, kinesthetic, and the presence of a relationship between sensory type and age dynamics in each age group was revealed.

At the beginning of the 3iane-experiment (2001-2002), the criteria were determined and studied and showed the belonging of students to various sensory spans and the selection of the sample of the test subjects was carried out, indicators of the levels of development of the main parameters of koti-tive mental cipyKiyp were revealed: the level of intelligence; figurative and verbal-logical thinking; stable and switchable attention; figurative and verbal-logical memory. The presence of a relationship between the sensory type and the level of development of the cognitive mental structures of students in each gender and age group was also determined.

On ipeibCM 3iane (2002-2006 p \) work was carried out, and the rights of ien-pai to identify and describe the individual sphakmia organization of mental experience of students with a low level of development of cat mental structures: intelligence; figurative and verbal-logical thinking; resilience and switchable attention gi; figurative and verbal-logical memory.

In 2006, a novel diagnosing of the level of development of koi-nitive mental cipyKiyp was carried out in order to change individual cipareiHH in the system of organizing mental experience in schoolchildren characterized by low successful intellectual activity. A package of recommendations was developed for specialists working with students in schools but studying the individual special 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 results of the study were comprehended and they were formalized in the form of a dissertation.

In total, 467 people took part in the longitudinal experimental study, of which: 467 people at the first and the first Diane experiment, 60 students of the 6th and 10th grades at the third stage -th classes). The last Diane zhsperimesh was attended by schoolchildren who showed low levels of development of koi mental structures and classified as kinesyushki.

The scientific novelty of pa6oibi consists in yum, chiu:

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

Age-specific features of the represen- tative system of schoolchildren are revealed, coexisting in the predominance of the military and information processing of the kinesthetic modality in the primary school age; in adolescence - auditory-visual, followed by an increase in visual modality in youthful vision;

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

Experimentally substantiated the proposition about the hum, chyu in adolescence, the individual mental experience collapsed on the basis of polymodality;

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

The theoretical significance of the works of cociohi in hum, which is lower than the represen- tative chcicm, which is used mainly in the psychopsychology of practical psychology, is analyzed in the context of the final positions of domestic and foreign coptist psychology. The study of individual and gender and age features of mental representation (modal structure of perception, comprehension, non-processing of information and explanation of what is happening) and the dynamics of the development of cumulative mental structures complements the organization system’s karzhna with an individual mental experience in terms of the modality parameter.

Practical meaningful! l research.

As a result of the experimental study, the individual strategies of the system of ortanization by the individual mixed system were identified, which are characteristic of students with different levels of development of mental structures.

Strategies for "broadcasting" information into the mental experience are described with a demonstration of strong and weaknesses individual siames of ortanization of mental experience according to the principle of modality.

A package of recommendations has been developed for specialists working with students in schools, which makes it possible to take into account the individual characteristics and organization of the interfering experience of schoolchildren in the learning process, to normalize intellectual and educational loads in secondary school, by establishing a system for selecting gifted children. The factual material presented in the study can be used in the development of lectures for ciy-dents, teachers and psychologists.

Provisions for the defense.

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

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

3. The low level of development of cat mental skills in all age jranax is significantly associated with the predominance of the use of the kinesthetic channel of perception. The high level of development of kotishvnyh mental cipyKiyp students is significantly associated with the predominance of the use of visual kapal.

4. At the heart of the mental organization system is lying down! koshi-tive mental ciruk 1ura, the foundation of which, in turn, are mental representations (methods of encoding information). Consequently, it is possible to more successfully organize experience by individual experience on the basis of the principle of the leading sensory modality.

5. The expansion of the individual mesh of the oppa, the improvement of the quality of receipt and the organization of information in it is possible due to the development of polymodality.

The reliability of the results of the study 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 in question; using concepts that match the concept individual approach to the study of personality, as well as experimental verification of the system of organization by individual mechalpa oppa on sensory scale with the presentation of strategies for "fansling" information into a mental experience.

Approbation and implementation of the results of the study carried out in the classroom 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), Universiyug (Stavropol 2004).

Publications. Based on the dissertation materials, 9 pa6oi published. Cipyiciypa and the volume of dissertation. Soyui work! And? introduction, ipex chapters, conclusion, bibliography and appendices. The dissertation research is presented in 150 pages. The list of lines includes1 150 full-time students.

Dissertation conclusion on the topic "General psychology, personality psychology, history of psychology", Degteva, Tatyana Alekseevna

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

1. In the course of 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 the mental states initiated by them that underlie the cognitive attitude of a person to the world and determine specific properties his intellectual activity. The mental experience includes1 three levels: cognitive, metacognitive and intentional. The base is the cognitive experience based on the ways of encoding information (mental representations) and cognitive mental structures (thinking, attention, memory). Mental representations are directly dependent on the leading representational system.

2. Differential psychodiagnostics schoolchildren allowed to identify the following forms organization of individual mental experience: kinesthetic, auditory, visual. The gender-advancing dynamics of cognitive mental structures is manifested in the presence of high levels of development of the main 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 in the period of primary school and adolescence are characterized by an excess in the 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 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 a mental experience, preserving or if the sensory image does not match the content of the experience - recoding in another sensory modality, with its subsequent saving as a new image.

4. The type of mental representations is interconnected with cognitive mental structures and the features of the organization of individual mental experience are based on 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 cooperative mental structures (diagnostics) and, secondly, the development of polymodality (psychological support), which will allow you to normalize intellectual and educational loads separately selected student, as well as to make a more correct selection of gifted students.

CONCLUSION

The analysis of the scientific psychological and pedagogical literature on issues that consider 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 developmental features of sensory perception channels, analyzing various typologies and classifications, forming the human koshish sphere, describing integral symptoms -plexes and cognitive structures included in them; identifying individual differences in intellectual ability and koi ni-tive styles; made it possible to conclude that there is a direct connection between the level of development of cognitive mental structures, a specific modal structure of perception (mental representation) and the system of organization of individual mental experience, both on the basis of sex and age, and on an individual basis.

As a result of the experimental study, this assumption was confirmed, which made it possible, based on the results of psychological and pedagogical practice, published in scientific publications, and data of own pilot study develop an algorithm for 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 distinguished by the complexity and inconsistency of sociocultural processes. Against the backdrop of global transformations and "civilizational breaks", fundamental changes are taking place in the interconnection of intellect, spirituality and mentality. Time requires the activation of intellectual resources and the creative potential of the individual, the comprehension of new processes occurring in the cognitive-mental continuum.

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

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

Changes in many socio-cultural processes and the formation of intellectual networks that affect 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 "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 the one-dimensional simplified globality as a feature of mass lack of spirituality and consumerism, high-level spirituality arises, which can be considered as an alter-global phenomenon.
Formation of a new type of thinking capable of overcoming conditional divisions between areas of knowledge, to cognize the world around us more deeply, systematically and rationally, at a complex logical level.

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

In the conditions of competitive struggle caused by the need to survive in a rapidly changing world, each state seeks 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, the existing competitive advantages and is essentially a policy of embedding in 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 completeness of the realization of the intellectual complexity of the individual is achieved with the maximum deployment of all the properties of the intellectual system of society. The cognitive interaction of the subject with the world is actualized in the mental space, which is a dynamic form of mental experience.

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

The concept of mental experience M.A. Kholodnoy includes a psychologically substantiated model of intellect, 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 the level of IQ with the help of 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, intellect in its ontological status is a special form of organization of individual mental (mental) experience in the form of available mental structures predicted by them. mental space and mental representations of what is happening within the framework of this space.

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

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

Intentional experience is included in the sphere of motivational-personal regulation of cognitive activity. Thus, in the concept of mental experience M.A. Kholodnaya, quite rightly, the central place is given to the motivational system - mental structures that determine the criteria for subjective choice (content, ways, 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 is a deep level of individual and social consciousness, includes unconscious processes, is a way of expressing the mental abilities of a person and the intellectual potential of the social system as a whole.

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

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

The intellectual potential of the social system, the ability of society and the state system to solve specific problems in the conditions of global instability of socio-economic and political processes depend on the way of the mental organization of society and the direction of the mentality.

Understanding intelligence in philosophy and psychology is one of the problems, the solution of which is connected worldview foundations one or another philosophical or scientific school. As a philosophical and psychological category, "intelligence" is most often associated with the rationality of human being. At the same time, using various grounds, researchers differently consider the nature of intelligence, its forms, etc. So, for example, taking into account the behavioral parameter, V.N. Druzhinin speaks of intelligence as "... some ability that determines the overall success of human (and animal) adaptation to new situations by solving problems in the internal plan 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, as well as 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 the intellect as a system of mental mechanisms that make it possible to build a subjective picture of what is happening “inside” the individual (G. Eysenck, E. Hunt, etc.). According to M.A. Kholodnaya, "... the purpose of the intellect is to create order out of chaos based on bringing individual needs into line with the objective requirements of reality" [Kholodnaya, 1997, p. 9].

To date, the structural-integrative theory of intelligence M.A. Cold 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 "folded" the structure of the intellect from its properties or manifestations, leaving the intellect itself out of the scope of consideration. However, it is basically impossible to explain the nature of intelligence at the level of analysis of its manifestations. It is necessary to consider the intrastructural organization of a given mental formation and, from the characteristics of this organization, to understand the final properties of a certain mental integrity - intelligence [Kholodnaya, 1997, p. 123]. In this case, the intellect will be understood as events occurring "inside" the individual mental experience of the individual and from within influencing the characteristics of a person's intellectual activity.

Particularly valuable, in our opinion, is that M.A. Cold sees intelligence as an ontological characteristic of the self-existence of a person, most holistically manifested in experience.

Structural-integrative approach to the study of intelligence in the theory of M.A. Cold affects 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 connections between the elements of an 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, involving 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 available mental structures, the mental space of reflection generated by them, and the mental representations of what is happening being built within the framework of this space ... "[Kholodnaya, 1997, p. 165]. At the same time, mental experience is understood as “... a system of available mental formations and mental states initiated by them, which underlie a person’s cognitive attitude to the world and serve the specific properties of his intellectual activity” [Kholodnaya, 1997, p. 164]. Thus, within the framework of this theory, given experience is presented in the form of mental structures, mental space and mental representations. Mental structures are a system of mental formations, which “... 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's implementation of 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 "foundation" of the hierarchy of mental experience. In other words, mental structures are “...peculiar mental mechanisms, in which the available intellectual resources of the subject are presented in a “folded” form and which can “deploy” in a collision with any external influence a specially organized mental space” [Kholodnaya, 1997, p. 148], while the latter allows one to proceed to “mental representations” [Kholodnaya, 1997, p. 151].

Analyzing mental structures, M.A. Cold distinguishes 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 cognizing subject of stable, regular aspects of his environment. Their main purpose is the operational processing of current information about the current impact on different levels cognitive reflection;

2) metacognitive experience - these are mental structures that allow involuntary regulation of the information processing process and arbitrary, conscious organization of one's own intellectual activity. Their main purpose is to control the state of individual intellectual resources, as well as the course of intellectual activity;
3) intentional experience 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 the search 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].

The article presents the results of a study of the relationship between mental experience and divergent productivity. The purpose of the study is to identify the self-actualization structure as a personal-semantic disposition of subjects with high creative potential. The study involved 289 people (23% men, 77% women). Revealed significant 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 the presence of a reliance on a visual stimulus, a high level of productivity is due to big amount implicit associative links between elements not included in the initial image of the problem situation.

metacognitive style

conceptual system

mental experience

divergent productivity

creativity

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The scientific desire to understand the nature and mechanisms of creative productivity is dictated by topical issues contemporary public 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 humanist psychologists (G. Allport, K. Rogers, A. Maslow, V. Frankl, etc.) and classical works domestic psychology(L.S. Vygotsky, A.V. Brushlinsky, S.L. Rubinshtein, B.G. Ananiev, A.N. Leontiev, V.N. Panferov), is the convergence of natural science and humanistic paradigms in the study of mental phenomena . Within the framework of such convergence, the focus of scientific attention is focused on the personality and its psyche as a non-disjunctive unity.

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

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

Research methods. The study used methods for assessing the level of divergent productivity: subtest "Non-verbal creativity" by E.P. Torrens; scale originality / stereotyping of the methodology "Pictograms" A.R. Luria - B.G. Khersonsky; methods for assessing mental experience: G. Eysenck's intelligence test (allowing to identify and evaluate "partial", according to V.N. Druzhinin, intellectual factors: verbal, non-verbal, mathematical); technique "Included figures" K.B. Gottschaldt; methodology "Establishment of patterns" B.L. Pokrovsky.

Research results. At the first stage of the study, correlation analysis indicators of mental experience and divergent productivity, which resulted in the identification of statistically significant correlation coefficients between indicators non-verbal intelligence And uniqueness figure of the “Pictograms” methodology (r = 0.243 at p ≤ 0.01), as well as between indicators development figure and indicator field independence(r = 0.226 at p ≤ 0.01). We also note that significant correlation coefficients between the indicators of mental experience and divergent productivity obtained in terms of relying on a visual stimulus, that is, when performing the subtest "Non-verbal creativity" E.P. Torrens, not identified.

The presence of correlations in the performance of the task of the "Pictograms" method, and at the same time, its absence in the performance of the task of the Torrens method indicate that different cognitive structures are activated in the process of completing the tasks. In the absence of reliance on the visual fragment of the image, which is suggested by the "Pictogram" method, the non-verbal component of conceptual representations is activated to a greater extent. Moreover, the generation of a non-standard idea in the absence of visibility 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, revealing its meaning. According to A.R. Luria, the process of building an image consists in 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 drawing 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. The disclosure of the meaning of a concept through an image, in particular with the help of an image, makes us at least briefly dwell 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 first necessary to highlight the quintessence of this concept, its main essence, therefore, the image symbolically represented and expressed in the figure will reflect both the personal meaning and the degree of differentiation and integration of the cognitive scheme. Thus, the statistical rarity of the idea when performing the task of 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 the task with the initially set subtest stimulus framework, E.P. Torrens, it is not the semantic constructs that are activated to a greater extent, but the associative links 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 highlight the implicit elements of the image and discover associative links between the constructs available in the 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. So, according to O. Harvey, D. Hunt and X. Schroder, the difference between “abstract” and “concrete” conceptual systems manifests itself in the degree of “stimulus dependence”, in which the reacting individual is able or not able to go beyond it.

According to M.A. Kholodnaya, the increase in the conceptual complexity of a 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 Torrens subtest, the supporting base of which is the initial differentiation of explicit and implicit features of the object and their relationships. Implicit signs are not ignored by consciousness, as in the case of a specific conceptual system, but are implicitly contained in it, thereby ensuring the variability of combinations of elements and newly emerging associations.

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

Table 1

Factor matrix of indicators of divergent productivity and cognitive indicators

Indicators	Factor 1	Factor 2	Factor 3
The uniqueness of the drawing according to the method of "Pictograms" (P.U.)
The originality of the drawing according to the method of "Pictograms" (P.O.)
The development of the drawing according to the "Pictogram" method (P.R.)
The uniqueness of the drawing according to the method of Torrens (T.U.)
The originality of the drawing according to the method of Torrens (T.O.)
Development of the drawing according to the Torrens method. (T.R.)
Field independence (PNZ)
Associative thinking (A.M.)
Verbal Intelligence (V.I.)
Nonverbal Intelligence (N.V.I.)
Mathematical Intelligence (MI)
Total Intelligence (IQ)
*% of 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 loads (at 27.95% of the total variance). field independence(0,570), associative thinking (0,649), verbal intelligence (0,776), non-verbal intelligence (0,647), mathematical intelligence(0.783). Intelligence indicators turned out to be correlated, firstly, with a speed indicator of perception and the establishment of associative links 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 is demonstrated by 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 divergent productivity indicators obtained by both methods, with high positive loads - uniqueness pictograms (0.805), originality pictograms (0.725), uniqueness picture of the Torrens subtest (0.880), originality subtest drawing. This factor can be referred to as divergent productivity.

Note also that the metacognitive style - field independence, which by definition acts as a mechanism of involuntary intellectual control, fell into the factor 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: “field dependence/field independence cognitive style 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 development pictograms (0.818) and development figure of the Torrens subtest (0.831), which indicates the autonomy of this indicator with respect to 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 schemas ( field independence) and the elaboration of the architecture of the drawing, general cognitive structures are activated, for example, responsible for: detailing, structuring the image, the eye, which are necessary both in working with geometric schemes and in the process of visual activity.

It should also be noted that the results of our study confirm the proposition that there is 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 intelligence and divergent productivity become independent factors, in other words, intellectual activity is a necessary but not sufficient condition for the productivity of thinking.

As you know, 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 the divergence of thinking is activated in conditions of insufficiency of the support base (the available solutions do not satisfy the request), the emerging need to transform the initial data and acts as a mental superstructure (compensatory mechanism).

The brain works on the principle of efficient use of energy (K. Pribram, N.P. Bekhtereva), information is differentiated, integrated, categorized, and subjectively filtered out according to the principle of significant-insignificant, useful-useless, based on individual experience. Implicit signs are useless on their own, but can be useful in combination with other elements, however, possible connections are implicit and statistically less likely than those already present in experience to intention and awareness, and then verification requires a large expenditure of energy. Therefore, the convergent thought process is directed along the path of least resistance - the establishment of explicit associative links between concepts and the enumeration of options for 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 explicit features and intention, and the enumeration of all possible combinations of non-obvious features of an object, the establishment of distant associative links, and the choice of the most relevant solution 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 the release of space and time for it.” Consequently, the difference in the quality of the thought process is due both to the specificity of the conceptual system and the mechanisms of its formation.

As noted by O. Harvey, D. Hunt and X. Schroder specific the conceptual system is characterized by limited and static methods of categorization, that is, during the 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 rupture of conceptual ties 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 features and equally implicit connections can be recognized, but are in a latent state on demand. The "ego" adheres to an unbiased position, but in this case it is very vulnerable, since it does not have a solid support and clear guidelines. The fragility of the internal picture of the world can cause an intrapersonal conflict. It is possible to prevent the destruction of the “I” only through the development of a sufficiently strong personal and semantic disposition based on high self-control, sensitivity to the inner and outer world, and relative independence from the opinion and criticism of society.

Thus, the obtained results 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 the presence of reliance on a visual stimulus, a high level of productivity is due to a large number of implicit associative links between elements that are not included in the initial image of the problem situation.
The results of the study confirmed the identified E.P. Torrance and empirically supported by many researchers intellectual threshold (IQ 115-120) above which divergent productivity and intelligence become independent factors.
The indicator of drawing development is independent of the level of divergent productivity, the correlation of the cognitive style field independence with the study of the architecture of the drawing indicates the activation of general cognitive structures in the process of performing tasks.

Reviewers:

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

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

Bibliographic link

Zagornaya E.V. INTERRELATION OF MENTAL EXPERIENCE AND DIVERGENT PRODUCTIVITY IN THE FRAMEWORK OF RESEARCH OF PERSONAL-SEMINAL DISPOSITION // Modern problems of science and education. - 2014. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=15664 (date of access: 03/27/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Mental structures form the basis of individual mental experience. The reasons for those and not other decisions and subsequent actions are precisely in the structure of individual mental experience. How information will be processed, how a person will solve problems, what solutions to formulate, depends on the peculiarity of the structure, the composition of individual mental experience.
Mental experience is an individual mental reality that determines the properties of a person's intellectual activity. Mental experience is a system of mental structures, mental representations and the mental space generated by these structures.
It is the originality of mental experience, the peculiarities of its composition and structure that predetermine the quality of intellectual activity, the nature of the intellectual reflection of the surrounding reality. In conditions low level After the formation of mental structures, any information impact will be “buried in the silence of individual experience”1. On the contrary, a well-organized rich mental experience allows one to perceive, combine, transform diverse information, generating ideas and constructing productive solutions.
This is where the concept of "intelligence" comes in. According to its status, intellect is a special form of organization of individual mental experience in the form of available mental structures and the mental space generated by them and the mental representations of what is happening that are built within this space”3.

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

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