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

The article presents the results of a study of the relationship 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 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.

metacognitive style

conceptual system

mental experience

divergent productivity

creativity

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

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

3. Luria A.R. Language and consciousness / [ed. E. D. Khomskoy]. M.: Mosk. un-t, 1979. 320 p.

4. Khersonsky B.G. Method of pictograms in psychodiagnostics. St. Petersburg: Sensor, 2000. 128 p.

5. Kholodnaya M.A. cognitive styles. On the nature of the individual mind / - 2nd ed. - St. Petersburg. Peter, 2004. 384s.

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

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

One of the latest trends in modern psychological science, based on the works of humanist psychologists (G. Allport, K. Rogers, A. Maslow, V. Frankl, etc.) and the classic works of Russian psychology (L.S. Vygotsky, A.V. Brushlinsky, S. L. Rubinshtein, B. G. Ananiev, A. N. Leontiev, V. N. Panferov), is the convergence of the natural science and humanistic paradigms in the study 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 as a mental phenomenon is a complex systemic formation (T.A. Barysheva), on the one hand, due to the functionality of the operational 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 life path(K.A. Abulkhanova, V.Kh. Manerov, E.Yu. Korzhova and others).

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 of general abilities. This is explained, first of all, by the fact that the method of identifying this cognitive style diagnoses to a greater extent the selectivity of attention, as well as such properties of thinking as analysis and synthesis. It should be noted that many researchers have come to the same conclusion: “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 according to the principle effective use 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 general psychology St. Petersburg Institute of Psychology and Acmeology, St. Petersburg.

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

Bibliographic link

Zagornaya E.V. INTERRELATION OF MENTAL EXPERIENCE AND DIVERGENT PRODUCTIVITY IN THE FRAMEWORK OF RESEARCH OF PERSONAL-SEMINAL DISPOSITION // Contemporary Issues 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"

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 affecting the characteristics from the inside. intellectual activity person.

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 the mental states 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 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 at different levels of 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].

Dissertation abstract on the topic "Cognitive mental structures as a factor in the organization of individual mental experience"

As a manuscript

Degteva Tatyana Alekseevna

COGNITIVE MENTAL STRUCTURES

AS A FACTOR IN ORGANIZING INDIVIDUAL MENTAL EXPERIENCE

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

dissertations for the degree of candidate of psychological sciences

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

Supervisor: Candidate of Psychological Sciences, Associate Professor

Vlasova Oksana Georgievna

Official opponents:

doctor of psychological sciences, professor Semenov Igor Nikitovich

Lead organization: Stavropol State University

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

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

Candidate of Psychological Sciences, Associate Professor Shcherbakova Tatyana Nikolaevna

Scientific Secretary of the Dissertation Council Candidate of Psychological Sciences, Associate Professor

O.V. Nepsha

GENERAL DESCRIPTION OF WORK

The relevance of research. The intellectual potential of the population is essential condition progressive development of society. The key trend of modernity is the growing need for the subject to "learn to learn", which implies the expansion of individual mental experience.

A person's perception of reality and the effectiveness of his action in it are largely determined by individual mental experience, based on cognitive mental structures. In this regard, the problem mental organization cognitive mental structures and mental experience in general takes one of the central places in psychology. At present, it becomes important to reveal the general, holistic functioning of mental experience and to identify the specifics and originality of the development of individual cognitive mental structures in age and individual plans.

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

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

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

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

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

Analysis of the level organization of mental functions and

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

The study of the dynamics of cognitive mental processes to "gay. in the course of specially organized training (J. Bruner, JI.V. Zapkov, D.L. Elkoppn, V.V. Davydov);

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

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

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

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

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

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

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

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

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

Research hypotheses

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

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

3. At the heart of age-sex differences in the intellectual activity of schoolchildren is the way of organizing cognitive structures according to the principle of modality (auditory, visual, kinesthetic).

Research objectives:

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

2. Conduct a differential psychological diagnosis of schoolchildren, highlighting: persons with various types leading representational system, mental representation and development of cognitive mental structures; forms of organization of the individual mental experience of schoolchildren on a modal basis, indicating gender and age characteristics.

3.Experimentally study the system of organization of individual mental experience and give a description of individual strategies for its organization by sensory type.

4. To characterize the relationship between the type of mental representation (the modal structure of perception, comprehension, processing of information and explanation of what is happening), the dynamics of the development of cognitive mental structures and the peculiarities of the organization of the 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 the organization of the mental experience of schoolchildren in the learning process, normalizing intellectual and educational loads in high school, establishing a system for selecting gifted children.

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

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

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

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

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

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

The following methods were used to solve the set tasks and check the initial positions: theoretical (analysis and synthesis of generalization of experience, abstraction, modeling), empirical (observation, survey, praximetric method, experiment); statistical (quantitative and qualitative processing of materials by methods of mathematical statistics, psychological measurement, multiple comparison).

The study was conducted over six years and included three stages:

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

theoretical explanation of the principles and models of the system of organization of mental experience in the domestic and foreign psychology. A research program was developed, the content and forms of experimental work were determined. At this stage (stating experiment), individual indicators of students belonging to different 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 second stage of the experiment (2001-2002), the criteria and indicators of students belonging to different sensory types were determined and refined, and the selection of the sample of subjects was made, indicators of the levels of development of the main parameters of cognitive mental structures were identified: the level of intelligence; figurative and verbal-logical thinking; stability and switchability of attention; figurative and verbal-logical memory. The presence of a relationship between the sensory type and the level of development of the cognitive mental structures of students in each gender and age group was also determined.

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

In 2006, a repeated diagnosis of the level of development of cognitive mental structures was carried out in order to change individual strategies in the system of organizing mental experience in schoolchildren characterized by low success in intellectual activity. The experimental work was completed, the results of the study were comprehended and they were presented in the form of a dissertation.

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

The scientific novelty of the work lies in the fact that: for the first time, age and individual characteristics mental representation and ss influence on the age-sex dynamics of the development of cognitive mental structures and their role in the system of organizing the individual mental experience of students during the period of school ontogenesis;

The age features of the representative system of schoolchildren were revealed, consisting in the predominance of the kinesthetic modality in the perception and processing of information in primary school age; in adolescence - auditory-visual, followed by an increase in visual modality in adolescence;

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

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

The possibility of increasing the effective cognitive activity of schoolchildren by developing individual mental experience according to the principle of polymodality is empirically substantiated.

The theoretical significance of the work lies in the fact that the concept of representative systems, which is used mainly in the psychotechnics of practical psychology, is analyzed in the context of the conceptual provisions of domestic and foreign cognitive psychology. The study of individual and gender and age features of mental representation (the modal structure of perception, comprehension, processing of information and explanation of what is happening) and the dynamics of the development of cognitive mental structures completes the picture of the system of organization of individual mental experience according to the modality parameter.

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

Strategies for "translating" information into the mental

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

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

Defense provisions.

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

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

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

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

5. Expansion of individual mental experience, improvement of the quality of receipt and organization of information in it is possible due to the development of polymodality.

The reliability of the results of the study is ensured by a combination of its theoretical and methodological provisions, which make it possible to determine the generally accepted scientific psychological and pedagogical approaches to the problem in question; using methods corresponding to the concept of an individual approach to the study of personality, as well as experimental verification of the system for organizing individual mental experience according to sensory type with the presentation of strategies for "translating" information into mental experience.

Approbation and implementation of the results of the study were carried out in the classroom with students studying on the basis of MOUSOSH No. 18 in Stavropol. Main conclusions and provisions dissertation research were tested at scientific and practical conferences of various levels: international (Moscow 2005, Stavropol 2006), regional (Stavropol 2003, Stavropol 2004), university (Stavropol 2004).

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

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

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

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

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

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

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

Beginning in the late 1950s, the interests of scientists again focused on attention, memory, pattern recognition, images, semantic organization, language processes, thinking, and other "cognitive" mental structures. From the early concepts of mental representations of knowledge to the latest research, it was believed that knowledge in to a large extent based on sensory inputs.

Moreover, there is growing evidence that

many mental representations of reality are not the same as external reality itself—i.e. they are not isomorphic. When we abstract and transform information, we do so in the light of our prior experience. Interest in the problem of mental representation is actually an interest in the mechanisms of the human intellect (both in terms of its productivity and in terms of its individual originality). it is in the relationship of such processes as reproduction, comprehension and explanation of what is happening. The most serious attempt at a theoretical substantiation of the construction of the human intellectual sphere are the works of K. Otley.

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

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

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

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

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

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

The basis of this "pyramid" is a cognitive experience based on cognitive mental structures. He is responsible for the storage, ordering and transformation of the available and incoming information according to the type of modality: visual, auditory, kinesthetic. The foundation of cognitive mental structures are the ways of encoding information and presenting it in the mind in the form of images, inferences. These methods depend on the leading representative system of the subject, characterize the universal effects of information processing, formed under the influence of genetic and social factors, and belong to the category of subjective means of displaying and organizing a person's individual mental experience.

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

The second chapter "Organization and methods of research" describes a longitudinal study of the characteristics of the organization of the individual mental experience of students during the period of school ontogenesis and the possibilities of influencing the system of this organ

tions of such cognitive mental structures as memory, thinking, attention, intellect. Also substantiated and empirically proved the influence of the characteristics of sensory perception (the leading representative system and mental representations) on the development of the cognitive sphere of schoolchildren.

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

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

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

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

In conclusion, the general scientific results of our study are presented, during which the hypothesis put forward by us was confirmed, which made it possible to formulate the following conclusions.

psychological formations and the mental states initiated by them that underlie the cognitive attitude of a person to the world and determine the specific properties of his intellectual activity. Mental experience includes three levels: cognitive, metacognitive and intentional. The base is the cognitive experience, based on the methods 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 of schoolchildren made it possible to identify the following forms of organization of individual mental experience: kinesthetic, auditory, visual. The age-sex 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. For girls in the period of primary school and adolescence characteristically, the indicators of the development of cognitive mental structures are higher than in boys, and in adolescence these differences are leveled off, which indicates a weakening of the individual factor and an increase in the age factor.

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

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

active mental structures (diagnostics) and, secondly, the development of polymodality (psychological support), which will allow

/ INfprCh(,1- /

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

^___ end y

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

to normalize the intellectual and educational loads of a single student, as well as to make a more correct selection of gifted students.

LIST OF PUBLICATIONS ON THE THEME OF THE THEsis

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

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

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

4. Burkina I.V., Grekhova L.I., Degteva T.A., Sotnikova H.H., Shinkarenko N.F. Pedagogical practice diary of a 2nd year student of the Faculty of Primary School Teacher Training: Guidelines. - Stavropol, 2003.-31 p.

5. Burkina I.V., Grekhova L.I., Degteva T.A., Sotnikova H.H., Shinkarenko N.F. Pedagogical practice diary of a 3rd year student of the Faculty of Primary School Teacher Training: Guidelines. - Stavropol, 2003.-42 p.

6. Burkina I.V., Grekhova L.I., Degteva T.A., Sotnikova H.H., Shinkarenko N.F. Diary of summer teaching practice for students of 1-2 courses of the Faculty of Pedagogy and Psychology: guidelines. - Stavropol, 2003.-27 p.

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

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

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

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

11. Degteva T.A. Mental experience of schoolchildren: games, exercises, training. Textbook and guidelines. - Stavropol, 2006.

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

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

Dissertation content author of the scientific article: candidate of psychological sciences, Degteva, Tatyana Alekseevna, 2006

Introduction

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

1.1. Basic approaches to the problem of mesh organization

HOIO Oppa in psychology.

1.2. The role of cognitive psychic cipyKiyp in the opiation of the individual mechallioyu 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.

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

Current research. The intellectual potential of the path of union is the most important condition for the development of the general public. The key trend of the present day 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 orishization 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 integral simitomocomilexes and their cositive 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. Matov);

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 movement on successful information assimilation (JI.M. Bozhovich, A.K. Markova, M.V. Manokhina);

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 organization of individual mental experience and give a description of the individual strategies of its opia-nization according to the sensory 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 disruptive experience of schoolchildren in the learning process, normalizing intellectual and academic workloads in secondary school, and 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 the “physiology of activity” by N.A. Bernpein, the theory of functional systems P.K. Anokhin, the geographies of the systemic organization of higher cortical functions by A.R. Luria; the principle of constructing the psyche, mentality and mentality as a hierarchically organized wholeness (C.JI. Rubinnpein, 1946, M.A. Kholodnaya, 1996). the principle of an integrated approach, which involves the study of oi-detailed cositive mental structures of the same people using the method of face-to-face cuts 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 conceptual provisions 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 "translating" information into the mental experience are described, demonstrating the strengths and weaknesses of the individual systems 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. In students at all age stages, there is a connection between the level of development of 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; the use of meudiks corresponding to the concept of an individual approach to the study of personality, as well as an experimental verification of the system of organization of an individual mechal 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 scientific article on the topic "General psychology, psychology of personality, history of psychology"

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. 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 of schoolchildren made it possible to identify the following forms of 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 journals, and the data of our own experimental study, to develop an algorithm for direct receipt and "translation" of information into mental experience.

List of references of the dissertation author of scientific work: candidate of psychological sciences, Degteva, Tatyana Alekseevna, Sochi

1. Ananiev B.G. Man as an object of knowledge. - L., 1968. - 338 p.

2. Ananiev B. G. Important problem modern pedagogical anthropology.// Sov. Pedagogy. -1996, No. 1.

3. Ananiev B. G. Structure individual development as a problem of modern pedagogical angropology.// Sov. Pedanmics. -1968, No. 1.

4. Ananiev BG Selected psychological works. At 21./ Ed. A. A. Bodaleva and others. M .: Pedagogy, 1980.

5. Ananiev BG Sensory-perceptual organization of a person.// Cognitive processes: sensation, perception. M.: Pedayugika, 1982.

6. Anastash A., Urbina S. Psychological assessment. St. Petersburg: Peter, 2001.

7. Anokhin P.K. Key questions of the theory of a functional system. M.: Nauka, 1980. - 255s.

8. Anokhin G1. K. Biology and neurophysiology of the conditioned reflex. Moscow: Nauka, 1968.

9. Anokhin P. K. Fundamental questions general theory functional systems.//Principles of the system organization of a function, M.: Nauka, 1973.

10. Anokhin G1. K. Philosophical aspects of the theory of a functional system.// Selected works. ip. Moscow: Spider, 1978.

11. Aristotle. Sobr. op. v.4. Moscow: Nauka, 1984.

12. Arnheim R. Visual thinking.// Visual images: phenomenology and experiment. part 2. Dushanbe: Publishing House in Taj. un-ta, 1973.

13. Artemiev UFO. Semashic measurements as models in psychological research // Vestnik Mosk. university Ser. 14. Psychology. -1991. - No. 1. - S. 61-73.

14. Asmolov A.G. On the subject of personality psychology // Questions of psychology. 1983. - No. 3. - P.116-125.

15. Atkinson R. Human memory and learning process. M., 1980.

16. Ashmarin IP Molecular mechanisms of neurological memory.//Mechanisms of memory. L., 1987.

17. Baranov S. G1. Chuvs control! venous experience of students in the learning process.// Soviet Pedagogy. - 1974, No. 9.

18. Bassin F.V. At the limits of the recognized: to the problem of the preverbal form of thinking. // In the book: Unconscious: nature, functions, research methods. T.Sh. Tbilisi: "Metsniereba", 1978. - S. 735 - 750.

19. Bandler R. Use your brain to change. SPb., 1994.

20. Berezina T.N. Spatio-temporal features of mental images and their connection with the features of personal! and // Hchxojioiichesky journal. 1998.-T. 19.-№4. - S. 13-26.

21. Bratus B.S. Is psychology the science of hesychics or the science of the soul? // Human. - 2000. - No. 4. - S. 30-37.

22. Bruner J. Psychology of knowledge. Moscow: Progress, 1977.

23. Bailey R. NLP-consulting.- M.: Publishing house "KSP +", 2000.

24. Vecker L. M. Mental processes. In Zt., L.: Leningrad Publishing House. un-ta, 1974.

25. Velichkovsky BM Functional structure of perceptual processes.//Cognitive processes: sensations and perception. M., 1982.

26. Bepi gamer M. Productive thinking. M., 1987.

27. Vizgin V.P. Mentality, mentalsheg // Modern Western Philosophy: Dictionary. M.: Politizdat, 1991. - S. 177, 245-246.

28. Age and individual characteristics of figurative thinking of students. / Ed. I. S. Yakimanskaya.- M.: Pedapmika, 1989.

29. Vovel M. Mentality // 50/50. An experiment on the hoboi dictionary about thinking / Ed. Y. Afanasiev and M. Ferro. M.: Progress, 1989. - S. 456-459.

30. Vygotsky JI. S. Thinking and speech.// Sobr. op. i.2, M., 1982.

31. Vygotsky J1. C. The development of higher mental functions.// Collected. op. T.Z, M., 1983.

32. Vygotsky L. S. Psychology. M.: Publishing House of EKSMO-Press, 2000.

33. Galperin G1. I. The development of research on the formation of mental actions. / / Psychological Sciences in the USSR. M., 1959

34. Guildford J. Structural model of ishellekg.// Psychology of thinking. Moscow: Progress, 1965.

35. Gindilis N.L. Analytical psychology K.G. Jung: to the question of understanding the self // Problems of Psychology. 1997. - No. 6. - S. 89-92.

36. Glezer VD Vision and thinking. L., 1985. Gobova G., Khusainova O. What a mistake.// Family and school. 1994, no. 10.

37. Grechenko T. N., Sokolov E. N. Neurophysiology of memory and learning. // Mechanisms of memory. L., 1987.

38. Grinder M. Correction of the school assembly line. Per. from ashl. -M, 1989.

39. Grinder M., Loyd L. NLP in Pedagogy.- M.: Institute for General Humanitarian Research, 2001.

40. Gurevich A. Ya. Mentality // 50/50. Experience of the Dictionary of New Thinking / Ed. 10. Afanas'eva i M.: Ferro, 1986, pp. 454-456.

41. Delgano X. Brain and consciousness. M.: Mir, 1971. - S. 238.

42. Diagnostics of educational activity and intellectual development of children./ Ed. D. B. Elkonina and A. L. Wenger, Moscow, 1981.

43. Dilts R. Modeling with NLP./ G1er. from ashl. A. Anistragenko. St. Petersburg: Peter, 2000.

44. Evdokimov V.I. To the question of the use of visualization at school.// Sov-I Pedagogy, 1982, No. 3.

45. Zhinkin N. I. Mechanisms of speech. M.: Publishing House of APN RSFSR, 1958.

46. Zhinkin P. I. On code transitions in inner speech.// Questions of language, 1964, No. 6.

47. Zapkov JI. B. Visibility and activation of students in learning. M., 1960.

48. Zakharov A. "Right" and "left": who are they? / / Family and school. 1989. No. 6.

49. Zinchenko V.P. Perception and action: Soobshch.1,2.//Dokl. APN RSFSR, 1961, No. 2.

50. Zinchenko V. P., Munipov V. M., Gordon V. I. Research of visual thinking.// Questions of psychology, 1973, No. 2.

51. Zinchenko T.P. Memory in experimental psychology. St. Petersburg: Peter, 2002. - 320 p.

52. History of mentalities, historical anthropology. Foreign research in reviews and abstracts. M.: Publishing House Ros. yus. gum. un-ia, 1996.-255p.

53. Kabanova Meller E. N. The role of the image in solving problems.// Questions of Psychology, 1970, No. 5.

54. Kabardov M. K., Matova M. A. Internoluspheric asymmefia and verbal and non-verbal components cognitive abilities.// Questions of psychology, 1988, No. 6.

56. Kalmykova 3. I. Productive thinking as a basis for learning. M. 1981.

57. Kimura D. Sex differences in the organization of the brain.// In the world of science., 1992, No. 11-12.

58. Kovalev SV PLP pedagogical efficiency. M.: Mosk. psychological - social inst - t, Voronezh: Publishing house of NPO "MODEK", 2001.

59. Kononenko V. S. On neurochemical asymmephia hemispheres human brain.// Zhurn. higher nervous deya1, 1980. No. 4.

60. Korsakova N. K., Mikadze 10. V. Neuropsychological studies of memory: htoih and perspectives.// A. R. Luria and modern neuropsychology. M., 1982.

61. Kosgandov E. A. Functional asymmetry of the hemispheres and unconscious perception. M., 1983.

62. Craig G. Psychology of development. St. Petersburg: Piter, 2002. - 992 p.

63. Lai V. A. Experimental pedagogy. M., 1912.

64. Levi-Strauss K. Primitive thinking. M.: Respublika, 1994-345s.

65. Leibniz G.V. New experiments on the human mind // Asholo-Iiya of world philosophy. M., 1969. - T. 2. - S. 480.

66. Leites N. S. Mental abilities and age. Moscow: Pedagogy, 1971.

67. Jle Goff J. Mengalnosgi: an ambiguous history // History of Mengalities and Historical Anthropology: Foreign Studies in Reviews and Abstracts. M.: Institute of General Isyuria RAS, Russian Yus. gum. University, 1996. - S. 41-44.

68. Leoshiev A. N. Problems of the development of the psyche. M. 1972.

69. Leontiev A. N. Psychology of the image.// Vestnik Mosk. un ta. Ser. 14 . Psychology. , 1979, No. 2.

70. Leontiev A. N. Selected psychological works: In 2 vols. M.: Pedagogy, 1983. - V.2. - S. 251-261.

71. Livanov MP Spatial organization of brain processes. M., 1972.

72. Lindsay P., Norman D. Human information processing. M.: Mir, 1974.

73. Lupandin V. I., Augenberg I. V. et al. Visual and kinesthetic assessment of sensory stimuli by children of different ages.// Questions of Psychology, 1988. No. 2.

74. Luria A. R. Higher cortical functions of a person. M.: Publishing House of Moscow State University, 1969.

75. Luria A. R. Speech and thinking. M., 1975.

76. Lyubimov A. 10. Mastery of communication. - M .: Publishing house "KSP +", 2000.

77. Mayer G. Psychology of emotional thinking.// Reader in general psychology. Psychology of thinking. / Ed. Yu. B. Gippenreiter, V. V. Petukhova. M.: Izd - in Moscow. un-ta, 1981.

78. Maslow A. Far limits human psyche. St. Petersburg: Eurasia, 1997.-348s.

79. Meyerson Ya. A. Higher visual functions. L., 1986.

80. Muskhelishvili N.L., Shreider Yu.A. The value of the text as an internal image / / Questions of psychology. 1997. - No. 3. - S. 79-91.

81. Naiser W. Cognition and reality. M., 1981. - 226s.

82. Oborina D.V. On the peculiarities of the mentality of future teachers and psychologists // Vestnik Mosk. University. Ser. 14. Psychology. -1994.-№2.-S. 41-49.

83. Obukhova L. F. Stages of development of children's thinking. M., 1972.

84. Pavlov IP Lectures on the work of the cerebral hemispheres of the brain. L., 1949.

85. Pavlova M. L. Intensive course of increasing gramonomy on the basis of NLP. M.: Perfection, 1997.

86. Petrenko VF Introduction to experimental psychosemashik: study of forms of representation in everyday consciousness. M.: Publishing House of Moscow State University, 1983.-256p.

87. Piaget J. Selected psychological works. M., 1962.

88. Piaget J., Inelder B. Genesis of elementary logical structures. M., 1963.

89. Pilyugina E.G. Classes in sensory education. M.: Enlightenment, 1983.

90. Piligin A., Gerasimov A. Study of the regular development of representative systems of schoolchildren. Scientific - method, collection, M., 1996, No. 1.

91. Povetiev A., Piligin A. Study of neurolinguistic programming strategies. / Scientific method. Collection, M., 1996, No. 1.

92. Posgovalova V.I. The role of human fakur in language. Language and kargina of the world.-M.: Nauka, 1988.-240s.

93. Pocheptsov O. G. Language mentality: a way of representing the world//Issues of linguistics. 1990. - No. 6. - S. 110-122.

94. Pribram K. Languages of the brain. M., 1975.

95. Projective psychology./ Per. from English. M .: April Press, Ishch - in EKSMO - Press, 2000.

96. Putilova JI.M. The mental essence of self-knowledge. Volgograd: Publishing house VOLGU, 1998. -321p.

97. Russell B. Human knowledge. M., 1957. - S. 358.

98. Reitman W. Cognition and thinking. M.: Mir, 1968.

99. Rogov E. I. Table book practical psychologist in education: Uch. Allowance.-M.: Vlados, 1996.

100. Rozhansky M. Mentality // 50/50. Opp Dictionary of New Thinking / Ed. Y. Afanasiev and M. Ferro. M.: Progress, 1989. - S. 459-463.

101. Rubinshtein S. L. About thinking and ways of its research. M., 1958.

102. Rubinshtein S. L. Fundamentals of general psychology. St. Petersburg: Peter Kom, 1999.

103. Sviderskaya NE Conscious and unconscious information in human cognitive activity.// Zhurn. higher nervous activity., vol. 43., no. 2., 1993.

104. Slavin A. V. Naptyadny image in the structure of knowledge. M., 1971.

105. Dictionary of a practical psychologist./ Comp. S. Yu. Golovin. -Minsk: Harvest, 1997.

106. Smirnov S.D. Psychology of the image: The problem of active w mental reflection. M.: Publishing House of Moscow State University, 1985. - S. 15.

107. Sokolov E. N. Neural mechanisms of memory and learning. M.1981.

108. Solso R. L. Cognitive psychology. Per. from English. - St. Petersburg: Peter, 2002. - 592 p.

109. Somyen J. Coding of sensory information in the nervous system of mammals. M., 1975.

110. Springer S., Deutsch G. Left brain, right brain. M., 1983.

111. Stuart V. Working with images and symbols in isiholological counseling / Per. from English. ON THE. Khmelik. M .: Independent firm "Class", 2000. - 384 p.

112. Talyzina N. F. Formation of cognitive activity of younger schoolchildren. M.: Enlightenment. 1988.

113. Talyzina N. F. Management of the process of mastering knowledge. M., 1985.

114. Tamar G. Fundamentals of sensory physiology. M., 1976.

115. Tarshis E.Ya. Human mentality: approaches to the concept and setting research objectives. M.: Publishing House of the Institute of Sociology of the Russian Academy of Sciences, 1999.-82p.

116. Tellenbach G. Mentality in the Middle Ages: concepts and practice of research // History of mentalities, historical anthropology. Foreign research in reviews and abstracts. M.: Publishing House Ros. state gum. un-ta, 1996.-p. 93.

117. Fomina L. V. Sensory development: a program for children aged (4) 5-6 years. / Ed. II. G. Avtonomova, M .: Publishing House "Ts Sfera", 2000.

118. Haken G. Principles of the brain: A synergistic approach to brain activity, behavior and cognitive activity. M.: PERSE, 2001.-351 p.

119. Halpern D. Psychology of critical thinking. St. Petersburg: "Peter", 2000.-512 p.

120. Kholodnaya M. A. Integral structures of conceptual thinking. Tomsk: Publishing house of Tomsk, un-ta, 1983.

121. Kholodnaya M. A. Sensory-emotional experience as a cognitive component in the structure of individual intelligence.// Psychological problems individuality. Issue. 1. , L .: Publishing house - in Leningrad. un-ta., 1983.

122. Kholodnaya MA Psychology of intelligence: research paradoxes. 2nd ed., revised. and additional - St. Petersburg: Peter, 2002. - 272 e.

123. Khomskaya E. D. Neuropsychology. M.: Publishing House of Moscow. un-ta., 1987.

124. Chuprikova N. I. Changes in the koshshivnoy regeneration of objects in the process of moderate development.// Questions of Psychology., 1987, No. 6.

125. Chuprikova N. I. The principle of differentiation of cognitive structures in mental development, learning and intelligence. // Issues of psychology, 1990, No. 5.

126. Chuprikova N. I., Ratanova T. A. Relationship between the display of i elei intelligence and cognitive differentiation in younger schoolchildren. // Questions of psychology, 1995, No. 3.

127. Shvantsara J. and Col. Diagnostics of mental development. Prague, 1978.

128. Shevchenko G.I. Formation of a successful learning activity through the development of representations: Dis. cand. psychol. Sciences. Krasnodar, 1999, 125 p.131. . Sherrington C. Integrative activity of the nervous system. L.: Nauka, 1969.

129. Shmelev A. G., Pokhilko V. I., Kozlovskaya-Telnova A. 10. Representativeness of personality traits in the mind of a native speaker of the Russian language // Psychological journal. 1991. - No. 2. - S. 27-44.

130. Spengler O. Decline of Europe. T. 1: Image and reality. -M.: Thought, 1993.-S. 322 345.

132. Elkonin D. B. Some issues of diagnosing the mental development of children. // Diagnostics of educational activity and intellectual development of children. M., 1981.

133. Jung K.G. Archetype and symbol. M.: Renaissance, 1991. - S. 120-122.

134. Jung K.G. Approach to the unconscious // Man and his symbols. - St. Petersburg: B.S.K., 1996.-S. 75.

135. Yakimanskaya I. S. On the mechanisms of creating a sensual image.// New research in psychology and age-related physiology, 1972, No. 2.

136. Yakimanskaya IS Imaginative thinking and its mesyu in teaching. // Owl Pedaugika. 1968. No. 2.

137. Yakimanskaya IS Development of schoolchildren's spatial thinking. M.: Pedagogy. 1980.

138. Yakimanskaya IS The main directions of research of figurative thinking in psychology. // Questions of psychology, 1985, No. 5.

139. Burn Sh. M. The Social Psychology of Gender. McGraw-Hill, 1996. -344p.

140. Hirdman Y. The Gender System // Moving on New Perspective and the Women's movement / Ed. by "G. Anreasen. Aarhus University Press, 1991. -P. 356.

141. Cantril H. The pattern of human concerns. New Brimsweek, 1965.-p. 231-234.

142. Eysenck H. J. Social attitudes and social class. // British Journal of Social and Clinical Psychology. 1971. -No. 10.-P. 24-56.

143. Roceach M. Belief, attitudes and values. San Francisco, 1968.184p.

144. Smith R. Special theory of creativity // Journal of creative behavior.-1973, v. 7, No. 3, pp.65-73.

145. Tweney R. D., Yachanin S. A. Can scientists rationally access conditional inferences // Social studies of science. 1985, v. 15, No. 1, pp. 155-175

146. Wallas G. The art of thought. N.Y., 1926.

147. Yearley S. The cognitive dictates of method and policy: Interpretational structures in the representation of scientific work // Human studies. 1988, v. 11, no. 2/3, pp. 341-359.

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.

The productive interaction of 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, the world more deeply, systematically and rationally, at a complex logical level.

In developed countries, intelligence belongs to the category of competitive advantages of a person, a country. According to M.A. Kholodnaya, “currently we can talk about the global intellectual redistribution of the world, which means fierce competition individual states for the predominant possession of intellectually gifted people - potential carriers of new knowledge ... Intellectual creativity, being an integral 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, existing competitive advantages and, in fact, is 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, the mental space predicted by them, and the mental representations of what is happening are built within 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 mental ability human and 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 way the mental organization of society and the direction of the mentality depends intellectual potential social system, the ability of society and the state system to solve specific problems in the context of global instability of socio-economic and political processes.

mental space, mental structures

and mental representations

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

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

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

For all their differences, these cognitive approaches are united by an attempt to empirically demonstrate the role of cognitive structures (that is, different aspects of the structural organization of mental experience) as a determinant of human behavior.

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

mental structures - this is 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. Mental structures form the basis of individual mental experience. They are fixed forms of experience with specific properties. These properties are:

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

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

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

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

Another important function of mental spaces is their participation in the creation of a context. The context is the result of the functioning of the mental space generated by the structures of a person's mental experience.

Of course, the mental space is not analogous to the physical space. Nevertheless, it has a number of specific "spatial" properties. Firstly, it is possible to quickly unfold and collapse the mental space under the influence of internal and / or external influences (i.e., it has the ability to instantly change its topology and metrics under the influence of a person’s affective state, the appearance of additional information, etc.). Secondly, the principle of the arrangement of the mental space, apparently, is similar to the principle of the arrangement of the matryoshka. So, according to B. M. Velichkovsky, the success of solving a creative problem presupposes the presence of a certain set of recursively nested mental spaces, which creates the possibility of any options for the movement of thought. Thirdly, the mental space is characterized by such qualities as dynamism, dimension, categorical complexity, etc., which manifest themselves in the features of intellectual activity. Examples are the effect of slowing down the intellectual reaction as a result of the development of the mental space or the effect of misunderstanding as a result of the closeness, impenetrability of the mental space of one of the communication partners.

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

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

Numerous studies of individual differences in the type of mental vision of a problem situation between subjects with different levels of intellectual development testify in favor of the assumption that representation really performs special functions in the organization of intellectual activity. The results of these studies make it possible to single out some universal deficits in representational ability, which, as a result, have a lower success rate of intellectual activity in the face of a particular problem situation. These universal deficits in representational ability are especially pronounced when mastering a foreign language by various categories of students. These include:

 inability to build an adequate idea of the situation without clear and comprehensive external instructions regarding its nature and ways to resolve it;

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

 reliance on direct subjective associations, and not on an analysis of the objective features of the situation;

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

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

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

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

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

 inability to explain one's own actions when constructing one's own idea of the situation;

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

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

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

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

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

Secondly, it is always to some extent an invariant reproduction of the objective regularities of the displayed fragment of the real world. We are talking about the construction of precisely objectified representations, which differ in their object orientation and subordination to the logic of the object itself. In other words, the intellect is a unique mental mechanism that allows a person to see the world as it really is.

It is possible to distinguish between the concepts of "mental experience" and "intelligence" based on their definitions. mental experience - this is a system of available 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, while intelligence represents a special individual form of organization of 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 built within it.

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

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

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

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

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

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

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

Ways to encode information (active, figurative and symbolic) are the subjective means by which a person represents the world around him in his experience and which he uses to organize this experience for future behavior.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Knowledge about an object at the conceptual level is knowledge of a certain set of different-quality features of the corresponding object (details, actual and potential properties, patterns of occurrence, relationships with other objects, etc.). The possibility of isolating, listing these features and explaining other features based on them leads to the fact that the information a person has about an object is transformed into a holistic and at the same time differentiated knowledge, the elements of which meet the requirements of completeness, dismemberment and interconnectedness.

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

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

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

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

Metacognitive awareness includes a person's knowledge of his individual intellectual qualities (features of memory, thinking, preferred ways of setting and solving problems, etc.) and the ability to evaluate them in terms of the possibility / impossibility of performing specific types of tasks. Thanks to metacognitive awareness, human intelligence acquires a new quality, called cognitive monitoring by psychologists. This quality allows a person to introspectively view and evaluate the course of his intellectual activity and, as necessary, correct its individual links.

Intelligence and intellectual abilities. The intellect is a psychic reality whose structure can be described in terms of the composition and architectonics of mental experience. Individual intellectual abilities at the level of productive, procedural and individually-specific properties of intellectual activity act as derivatives in relation to the features of the device of the mental experience of a particular person.

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

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

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

Combinatorial properties of the intellect characterize the ability to identify various kinds of connections, relationships and patterns.

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

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

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

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

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

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

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

A special kind of intellectual abilities are cognitive styles , which cover four types of stylistic properties of intelligence: information coding styles, cognitive, intellectual and epistemological styles.

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

cognitive styles These are individual ways of processing information about the current situation. In foreign psychology, you can find a description of more than two dozen cognitive styles. The most common of them are four oppositional types of styles: field-dependent, poly-independent, impulsive, reflective, analytical, synthetic, cognitively simplified, cognitively complicated.

1. Representatives of the field-dependent style rely on visual impressions when assessing what is happening and hardly overcome the visible field when it is necessary to detail and structure the situation. Representatives of the field-independent style, on the contrary, rely on internal experience and easily abstract from the visible field, quickly and accurately highlighting details from a holistic situation.

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

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

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

Intelligent Styles - These are individual ways of setting and solving problematic problems. It is customary to distinguish three types of intellectual styles - legislative, executive and evaluative.

Legislative style inherent in students who ignore details. They have special approaches to rules and regulations, their own assessment of what is happening. In teaching, they accept dictatorial approaches and demand that they be taught the language in the way they see fit and right. They subjectively consider other learning strategies wrong. If the teacher accepts the "rules of the game" of such students, then this often leads to very negative consequences in learning. In the language teaching system, the legislative style is inherent in Arabic and Western European students (especially students from the UK and Germany).

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

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

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

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

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

Metaphorical style- this is a cognitive style, which is manifested in the student's inclination to the maximum variety of impressions and the combination of outwardly different phenomena.

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