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

Thesis

Degteva, Tatyana Alekseevna

Academic degree:

Candidate of Psychological Sciences

Place of thesis defense:

HAC 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. The main approaches to the problem of organization interfered

HOIO oppa in psychology.

1.2. The role of cognitive mental cipyKiyp in opianimation individual interfering with the experience.

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 mental structures and mental repre-chases.

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

3.3. Analysis of the research results.

Introduction of the dissertation (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 youth is the most important condition for the development of the whole. The key modern trend is the increasing need for subjects to “learn to learn,” which presupposes the expansion of individual knowledge.

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 piiv 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 a vast array of koi nor iivnyh studies, the problem of orichization 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 cats 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. Ananiev, 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, J.I.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. Golubeva, V.N. Druzhinin, I.V. Shcherbo, G.A. Paia-nova , G.I. Shevchenko, O.V. Solovyova).

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

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

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

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

Object of study: metallic group of students of different sexual groups I pyrin, characterized by 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 sensory type.

4. OxapaKi erizova n, the relationship between the ihiiom of metallic 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 educational and educational loads in high school, 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. Rubinipein, 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 “ activity physiology» N.A. Bernppein, theories of functional systems by P.K. Anokhin, Georgia systemic organization higher cortical functions A.R. Luria; the principle of constructing the psyche, mind and mind as a hierarchically organized whole (C.J.I. Rubinpain, 1946, M.A. Kholodnaya, 1996). principle integrated approach, which involves the study of specific coschitative mental structures of the same people using the method of deep cuts and loshas and submeasures 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 a unified 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 verify 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 nerves of the father (2000-2001 p.) iichxojioiical, philosophical, social, pedagogical, methodological lyepaiypa began on the research problem, the state of the theoretical explanation of the principles and models of the system of organization of 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’ belonging to various sensory skills were determined and studied, and a selection was made to form a sample of students; indicators of the levels of development of the main parameters of cognitive mental processes 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 age and gender 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 successful 1о intellectual activity. A package of recommendations was developed for specialists working with students in schools but taking into account the individual peculiarities of the organization of the interfering experience of schoolchildren in the learning process, normalizing intellectual and educational loads in secondary school, and establishing a system for selecting gifted children. The experimental work was completed, the research results were comprehended and presented in the form of a dissertation.

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

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 multimodality 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 structures

Strategies for “translating” information into the mental environment are described, demonstrating strong and weaknesses individual siayem ortanization of 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. The 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. For students at all age stages Observe a connection between the level of development of powerful 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 individual experience according to the principle of the leading sensory modality is possible.

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

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

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

Stavropol 2004), Universities (Stavropol 2004).

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

Conclusion of the dissertation on the topic "General psychology, personality psychology, history of psychology", Dyogteva, Tatyana Alekseevna

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 includes1 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 schoolchildren made it possible to identify following forms 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 sensory perception channels, 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 data from your own experimental research 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 characterized by the complexity and contradictoriness 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.

Productive interaction 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 more important resource compared to 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 government, 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, to understand 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 and a country. According to M.A. Kholodnoy, “at present we can talk about a global intellectual redivision of the world, which means a fierce competitive struggle of individual states for the predominant possession of intellectually gifted people - potential carriers of new knowledge... Intellectual creativity, being an integral side 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 in essence is 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 that 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 and 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 available mental structures, predicted by them mental space and 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 certain 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 a person’s mental abilities 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.

The intellectual potential of the 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 depend on the method of mental organization of society and the orientation of the mentality.

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 have different views on the nature of intelligence, its forms, etc. 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 of a person’s intellectual activity from within.

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, mental experience is understood as “... a system of existing mental formations and mental states initiated by them that 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 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 on different levels 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].

The article presents the results of a study of the relationship between mental experience and divergent productivity. The purpose of the study is to identify the self-actualization structure as a personal-semantic disposition of subjects with high creative potential. The study involved 289 people (23% men, 77% women). The discovered reliable relationships and differences made it possible to clarify the significance of mental experience in the formation of the phenomenon of creativity. It is shown that the statistical rarity of an idea depends on the level of complexity of the conceptual system. In the absence of reliance on a visual stimulus, a high level of productivity is due to a more complex abstract-figurative categorization of the conceptual system, including symbolic-semantic constructs, a kind of conceptual language of non-verbal intelligence. In conditions of reliance on a visual stimulus, a high level of productivity is due to a large number implicit associative connections between elements 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

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

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

In this vein, creativity is like mental phenomenon are complex system formations (T.A. Barysheva), on the one hand, determined 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 on the path of life (K.A. Abulkhanova, V.H. Manerov, E.Yu. Korzhova, etc.).

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

Research methods. The study used methods for assessing the level of divergent productivity: the “Nonverbal Creativity” subtest by E.P. Torrens; originality/stereotype scale of the “Pictograms” technique 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.)
Non-verbal 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 general abilities. This is explained, first of all, by the fact that the method of identifying this cognitive style diagnoses to a greater extent the selectivity of attention, as well as such properties of thinking as analysis and synthesis. It should be noted that many researchers have come to the same conclusion: “cognitive style field dependence/field independence is not a style formation, but rather a manifestation of spatial abilities, fluid or general intelligence” (P. Vernon, T. Weideger, R. Knudson, L. Rover, F. McKenna, R. Jackson, J. Palmer and others).

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

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

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

The brain works on the principle of efficient use of energy (K. Pribram, N.P. Bekhtereva), information is differentiated, integrated, categorized, and also subjectively filtered according to the principle of significant-insignificant, useful-useless, based on individual experience. Implicit 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 features and intention, and the enumeration of all possible combinations of implicit features of an object, the establishment of distant associative connections, and the selection 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 criteria for objects; implicit signs and equally implicit connections can be realized, but are in a latent state until required. The “ego” adheres to an unbiased position, but in this case it is very vulnerable, since it does not have strong support and clear guidelines. The instability of the internal picture of the world can cause intrapersonal conflict. It is possible to prevent the destruction of the “I” only through the development of a sufficiently strong personal-semantic disposition based on high self-control, sensitivity to the internal and external world, and relative independence from the opinions and criticism of society.

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

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

Reviewers:

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

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

Bibliographic link

Zagornaya E.V. THE RELATIONSHIP OF MENTAL EXPERIENCE AND DIVERGENT PRODUCTIVITY WITHIN THE FRAMEWORK OF RESEARCH OF PERSONAL-MEANING DISPOSITION // Modern problems of science and education. – 2014. – No. 6.;
URL: http://science-education.ru/ru/article/view?id=15664 (access date: 03/27/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Mental structures form the basis of individual mental experience. The reasons for certain decisions and subsequent actions are located precisely in the structure of individual mental experience. How information will be processed, how a person will solve problems, what solutions to formulate, depends on the unique structure and composition of individual mental experience.
Mental experience is an individual mental reality that determines the properties of a person’s intellectual activity. Mental experience is a system of mental structures, mental representations and the mental space generated by these structures.
It is the uniqueness of mental experience, the features of its composition and structure that predetermine the quality of intellectual activity, the nature of the intellectual reflection of the surrounding reality. In conditions low level Once mental structures are formed, any information impact will be “buried in the silence of individual experience”1. On the contrary, a well-organized, rich mental experience allows you to perceive, combine, and transform diverse information, generating ideas and constructing productive solutions.
This is where the concept of “intelligence”2 arises. According to its status, intelligence is a special form of organization of individual mental experience in the form of existing mental structures and the mental space generated by them and the mental representations of what is happening within this space”3.

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

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