A person's exploration of his abilities and capabilities. Golubeva E. A. Comprehensive study of abilities. Attitude to activity and work
are not limited to the individual’s knowledge, skills and abilities. They manifest themselves in the speed and strength of mastering the methods of certain activities, and act as regulatory features of the mental activity of the individual.
Nature of abilities
In the middle of the 18th century. abilities were assessed as a global psychological problem (X. Wolf). For a long time they were interpreted as comprehensive properties of the soul, originally inherent in the individual, as his hereditary predestination. French materialists of the 18th century. put forward the opposite thesis about the complete dependence of abilities on the living conditions of the individual. Meanwhile, the problem of abilities is a problem of the dialectical relationship between internal and external.
The Problem of Abilities became the subject of scientific study in the 19th century. in connection with the research of F. Galton, who applied experimental and statistical approaches to this problem and became the founder of differential psychology. Using the “method of twins,” Galton opened up the possibility of studying the relationship between heredity and external influences. Galton also came up with the idea of using tests to determine individual differences (“An Inquiry into Human Abilities and Their Development” (1883)).
The development of abilities should not be understood as a quantitative increase in natural inclinations, the maturation of what is given to a person by nature. The development of abilities is determined by the requirements put forward to a person in the process of his activity, the diversity and content of this activity. Each person has only his inherent abilities, both in individual types of activity and in broad areas of life.
The ability to perform one or another activity can determine a person’s aspiration for one or another type of activity and manifest itself in the form inclinations. Along with this, each person has characteristics that are unfavorable for certain types of activity, an inability to perform certain types of activity. There are no good or bad abilities, there is an individual's ability or inability to perform a certain activity.
Human abilities and inclinations
From birth a person has no abilities. But it has certain natural prerequisites - makings for their subsequent development under certain conditions. Thus, the corresponding properties of the visual analyzer and the artistic type of higher nervous activity are innate prerequisites for the formation of artistic abilities.
The makings of abilities are the characteristics of the nervous system, which determine the functioning of various individual cortical zones and hemispheres of the brain. Congenital inclinations determine the rate of formation of temporary nerve connections, their stability, and the relationship between the first and second signaling systems.
Natural prerequisites for abilities ambiguous- on their basis, various abilities can be formed. Abilities lend themselves perestroika(recombination). This provides compensatory possibilities mental regulation: the weakness of some neurophysiological components is compensated by the strength of others.
The psychophysical capabilities of a person, his abilities are inexhaustible. However, not every person knows about their capabilities and uses them properly. Meanwhile, the highest self-realization of the individual is the main meaning of human existence.
Course work
Study of the problem of abilities in modern psychology Table of contents:
INTRODUCTIONChapter 1 The state of the problem of abilities in modern psychology1.1 The concept of abilities in psychology1.2 Various approaches to the study of the problem of abilities1.3 Types of abilitiesChapter 2 Features of the development of abilities in adolescence2.1 Communication as a leading activity in adolescence2.2 Development of communication abilities2. 3 Ability to communicate and its importance in the development of organizational and communicative qualities Chapter 3 Experimental study of the level of development of adolescents’ ability to communicate 3.1 Objectives and research methodology 3.2 Analysis and discussion of the research results Conclusion List of references Appendices INTRODUCTION Relevance of the study. The problem of abilities is one of the most complex and least developed in psychology. When considering it, first of all it should be taken into account that the real subject of psychological research is human activity and behavior. Human ability is nature's greatest gift. Every person is awarded this gift. But the difference is that nature does not divide its gifts equally and rewards some more and others less. Abilities are formed in the course of people’s lives, change with changes in objective conditions, and therefore are educated and transformable. Human abilities, their different types and degrees, are among the most important problems of psychology. At the same time, the scientific development of the issue of abilities is still extremely insufficient. In this regard, the topic of our research is “Peculiarities of the manifestation of communicative abilities in adolescent children.” The purpose of the study: to study the characteristics of the manifestation of communicative abilities in students in adolescence. Research objectives: 1. Analyze the problem of abilities in psychological and pedagogical literature.2. Consider different approaches to studying the problem of abilities in psychology.3. To study the features of the manifestation of communicative abilities in adolescence. Subject of the study: adolescent children. Subject of the study: manifestation of the communicative abilities of 9th grade students. Research hypothesis: due to the fact that communication is the leading activity in adolescence, we can assume that at this age children will have high communication skills. Research methods: 1. Method of analyzing scientific literature2. Psychodiagnostic method3. Method of qualitative and quantitative analysis of research results. Chapter 1. The state of the problem of abilities in modern psychology. 1.1 The concept of abilities in psychology. The problem of abilities is one of the most complex and least developed in psychology. When considering it, first of all it should be taken into account that the real subject of psychological research is human activity and behavior. There is no doubt that the source of the concept of abilities is the indisputable fact that people differ in the quantity and quality of productivity of their activities. The variety of human activities and the quantitative and qualitative differences in productivity make it possible to distinguish between types and degrees of abilities. A person who does something well and quickly is said to be capable of this task. Judgment about abilities is always comparative in nature, that is, it is based on a comparison of productivity, the skill of one person with the skill of others. The criterion of ability is the level (result) of activity that some people manage to achieve and others do not. The history of social and individual development teaches that any skillful skill is achieved as a result of more or less intense work, various, sometimes gigantic, “superhuman” efforts. On the other hand, some achieve high mastery of activity, skill and skill with less effort and faster, others do not go beyond average achievements, others find themselves below this level, even if they try hard, study and have favorable external conditions. It is the representatives of the first group that are called capable. Human abilities, their different types and degrees, are among the most important and complex problems of psychology. At the same time, the scientific development of the issue of abilities is still extremely insufficient. Therefore, in psychology there is no single definition of abilities. V.G. Belinsky understood abilities as the potential natural forces of the individual, or its capabilities. According to B.M. Teplova, abilities are individual psychological characteristics that distinguish one person from another. S.L. Rubinstein understands ability as suitability for a particular activity. The psychological dictionary defines ability as quality, opportunity, ability, experience, skill, talent. Abilities allow you to perform certain actions at a given time. Ability is the individual’s readiness to perform any action; suitability is the existing potential to perform any activity or the ability to achieve a certain level of development of an ability. Based on the above, an indicative and preliminary definition of ability can be given. Ability is an expression of the correspondence between the requirements of activity and the complex of neuropsychological properties of a person, ensuring high qualitative and quantitative productivity and growth of his activity, which is manifested in a high and rapidly growing (compared to the average person) skill in mastering this activity and mastering it. Not It would be erroneous to have a somewhat more usual and simple definition of ability as a complex of innate and acquired properties of a person, providing him with the opportunity for higher and more productive activity than the average person. At the same time, we consider the first to be preferable, since it highlights the correspondence of objective requirements and personal qualities , emphasizes the role of labor practice and indicates that ability is not a simple property, but a complex of properties organized and developed by labor activity. 1.2 Various approaches to the study of the problem of abilities. The formation and development of the modern psychological doctrine of abilities begins relatively late - in the 19th century, when psychology as an independent science. The problem of abilities is constantly posed to a person by life. It has always been as important as it is exciting. Abilities are formed in the course of people's lives, change with changes in objective conditions, and therefore are educated and transformable. It is life that confronts us with the fact that general talent is always the background against which abilities are revealed. We can see this in numerous works by various psychologists. In the fields of psychology and physiology, and in ability research, there are a number of common ideas and approaches. But in these numerous works there is not yet a single study that would raise the question of those physiological characteristics that are associated with the concept ability Thus, in the 18th century, Helvetius, taking an extreme position on the issue of abilities, denied the natural nature of abilities. Helvetius was democratic in his theory. He came to a complete denial of natural inclinations, essentially identifying the problem of the origin of social inequality with the problem of individual differences between people. Wolf's teaching was general psychological, that is, it concerned the properties of psychological processes common to all people, without individual differences. If we now talk about the differences in memory, temperament, emotions, intelligence, as about the individual characteristics of the psyche of each person, then the main thing for Wolf’s views was the affirmation of the presence in others of a well-known complex of abilities independent of each other, manifested in various aspects of psychological activity. A significant contribution to the theory abilities contributed by V.G. Belinsky. His works already contain a rather coherent and extremely meaningful doctrine of abilities. V.G. Belinsky had the opportunity to rely on the original thoughts of his predecessors; in addition, constant literary critical activity and analysis of works of art encouraged him to think about abilities, their nature and differences. By abilities, Belinsky understood the potential natural strengths of the individual. He believed that abilities were based on the natural characteristics of the human body. Like Belinsky, Chernyshevsky believed that abilities were a natural gift. N.G. Chernyshevsky understood that certain conditions are necessary for the development of abilities. He wrote that great geniuses are gifted by nature, but their talents can only develop in certain social conditions, and precisely those that provide an opportunity for their active work. Chernyshevsky’s ideas on the problem of giftedness served as the starting point for the development of a materialist theory of abilities, which based everything on activity as the source and condition for the development of human abilities. For the first time, on the basis of a specific study, the question of the causes and origin of abilities was raised by F. Galton. His work “The Heredity of Talent, Its Laws and Consequences” became the starting point of numerous studies. Galton in his work made the first attempt to determine the heredity of talent by studying the biographies of famous people and finding out how many outstanding personalities were among the relatives of these people. The influence of Galton's views is felt in the works of Cattell, Theremin, Cox and others. An exception is the work of A.F. Lazursky “Classification of Personality”, which examines some issues of the problem of abilities and giftedness in connection with other aspects of personality psychology. That part of the mental organization of the personality that A.F. Lazursky called the endopsyche, which constitutes a person’s giftedness or his innate abilities. So, according to Lazursky, abilities are innate. As for living conditions, upbringing and education, they do not have a social impact on abilities. B.M. Teplov in his article “Abilities and Giftedness” understands abilities as individual psychological abilities that distinguish one person from another. Abilities include only those features that are relevant to the performance of any activity. He believes that such manifestations as hot temper, lethargy, slowness, etc. cannot be classified as abilities. Abilities, Teplov believes, cannot be innate. Abilities “are based on certain innate characteristics and inclinations.” Abilities exist only in development, and they are created and developed only in the process of activity. S.L. paid much attention to developing the problem of abilities. Rubinstein in his works “Fundamentals of General Psychology” and “Being and Consciousness.” Rubinstein understands ability as suitability for a certain activity. Abilities can be judged by achievements, by the rate of spiritual growth, namely: by the ease of assimilation and speed of advancement. The basis of abilities, according to Rubinstein, are “hereditarily fixed prerequisites for their development in the form of inclinations.” By inclinations we mean the anatomical and physiological characteristics of the human neuro-cerebral apparatus. “Developing on the basis of inclinations, abilities are still a function not of inclinations themselves, but of development, in which inclinations enter as a starting point, as a prerequisite.” Rubinstein’s thought is very valuable that ability is a complex synthetic formation of a personality. At the same time, Leites rightly emphasizes the idea that “the more varied and meaningful the child’s activities, the more fully and brightly his abilities can develop.” Leites also owns a chapter on abilities in the textbook “Psychology”, published in 1956 under the editorship of Smirnov A.A., Leontyev A.I., Rubinshtein S.L. etc. It mainly reproduces abilities as conditions for the successful performance of activities, combinations of abilities that ensure success, people’s abilities as a product of history, the development of abilities in the process of activity, the relationship between abilities and inclinations, etc. B.G. Ananyev in “Essays on Psychology” points out that ability is formed as a result of the development of higher functions, as a result of which the creative use of accumulated knowledge is possible. In the formation of abilities, Ananyev writes, natural personality characteristics, peculiarities of brain work or inclinations play a certain role. Based on Pavlov’s teaching about general and special types of higher nervous activity, attempts have been made to provide a physiological foundation for complex mental formations, such as abilities. At the same time, despite all these achievements, it should be said that the problem of abilities remains extremely poorly developed. Of particular importance is the problem of organizational abilities, which have not yet become the subject of systematic study. Without a specific analysis of ability research, it is impossible to further advance the theory of abilities. This, perhaps, explains the lack of development of both methods for the practical determination (diagnosis) of ability, and especially methods for nurturing giftedness and abilities. So, based on the above, we can conclude that abilities are individual psychological characteristics that distinguish one person from another. We can include only those features that are related to the success of performing any activity as abilities. It should also be noted that abilities exist only in development, and are created and developed only in the process of activity. 1.3 Types of abilities Taking into account the insufficient development of the problem of abilities, we can say that there is not a single aspect of this problem that does not require research. In the study of abilities, psychologists usually divide the abilities that ensure a person’s life and development in the social environment into two large groups: general and special abilities. According to B.M. Teplov, general abilities are a system of individual-volitional properties of a person, which ensures productivity in mastering knowledge, skills, and abilities when carrying out various types of activities. The basis for the development of general abilities is laid in mental processes. Mastery of certain mental operations (analysis, synthesis, classification, systematization) begins in childhood. In adolescence, general abilities develop especially intensively. This age is the period of birth of hypothetico-deductive thinking, the ability to abstract concepts, formulate and sort out alternative hypotheses and make one’s own thoughts the subject of analysis. Special abilities, according to B.M. Teplov, this is a system of personality properties that helps to achieve high results in any special field of activity, for example, musical, literary, visual, stage, sports, military, etc. In adolescence, the period of primary socialization begins, a choice occurs and , in most cases, training in a profession. At this time, the abilities and interests of students are significantly differentiated, a life position is formed and developed. Both general and special abilities are interrelated. General abilities develop simultaneously with the development and formation of cognitive processes. Of course, the formation of special abilities cannot be imagined without the individual’s general abilities. Revesh also divided abilities into special and general. But in turn, he tried to make a grouping of special abilities. First of all, he distinguished between specific talents and complex gifts. To the first, he classifies abilities in mathematics, art (music, literature, visual arts), inventions and chess. Special abilities and, accordingly, talents are characterized by innateness, early manifestation and rapid development. Complex giftedness covers all other types of abilities: philosophical, biological, linguistic, historical, psychological, technical and practical. Below is a picture depicting the classification of abilities according to Revesch. Revesch’s scheme is difficult to accept, since there are modernly established sections of activity that at higher levels acquire expressed forms. This includes science, art, technology, socio-political and socio-organizational activities. They correspond to different types of giftedness, in which the ratio of general and special aspects is different. Therefore, the classification of B.M. We consider Teplov preferable. Chapter 2. Features of the development of communicative abilities in adolescence. 2.1 Communication as a leading activity in adolescence. A teenager is characterized by two areas of communication: communication with adults and communication with peers. The role of these spheres in the formation of his personality is not the same. If in the first sphere the teenager acts as a follower, learns socially significant evaluation criteria, goals and motives of behavior, methods of analyzing the surrounding reality and methods of action, then in the second sphere he comes face to face with problems relationships among peers, that is, with problems of morality and ethics. We should not forget that in communication with adults, a teenager is always, even with the most comradely relations, in the position of a junior, to a certain extent subordinate, and in this position, not all moral and ethical norms can be tested, that is, learned in practice . And only in relations with peers is he formally and essentially equal; Objectively, the relationships between adolescents and peers contain the possibility of playing different roles, leader and follower, commander and executor, participant in the conflict and its arbiter, a friend who is the keeper of a secret and a friend who trusts his secret. For adolescents, relationships with comrades are of particular importance. Children at this age become especially sensitive to their peers' opinions about them. Friends and comrades are the natural environment that is vital for a teenager. Among his comrades, he finds role models, trying to reach them, he makes himself, cultivates the necessary qualities in himself. From his comrades, the teenager finds: the assessment of qualities he needs, an assessment of his knowledge and skills, an assessment of his abilities and capabilities, sympathy, empathy, a response to all your spiritual joys and hardships, which so often seem insignificant to adults. The role of communication with peers in the life of a teenager is, of course, very great. But at the same time, it itself, its forms and content, its character and methods are determined by the relationships that a teenager develops with adults. A teenager strives to act and look like an adult; he wants to have his rights and opportunities. Ultimately, the development of a teenager is always equal to that of an adult. But the latter may not manifest itself directly, but through imitation of peers, who in some ways are already more mature. But a teenager’s friends are not only adults, but also peers, comrades, classmates. One of the main problems of adolescence is the problem of communicating with peers. It is relationships with friends that are the focus of a teenager’s attention; they largely determine behavior, activities, and subsequently influence the development of personal qualities and social attitudes. With the child’s transition to secondary school, his connections with people around him, both adults and children, expand and become more complex. A characteristic feature of adolescents compared to younger schoolchildren is an increased desire to communicate with friends. It is impossible to keep a teenager within a narrow family group. The group of peers and the relationships that develop within it begin to play a special role in his life. A teenager wants to earn the respect and recognition of his peers and enjoy authority among them. The team makes high demands on the teenager, and he will be able to gain the authority and respect of his comrades only if he meets these requirements. Communication with peers becomes an extremely important factor in the development of a teenager’s personality. It makes his life more emotional, richer, richer and more interesting. Relationships with peers give a teenager irreplaceable experience of social communication and practice of living in a team. And since this is precisely what is most important for a teenager at this stage of development, we are forced to consider communication as the leading activity at this age. 2.2 2.2 Development of communication abilities. Methods of psychological influence. It was already noted earlier that all parties, all components of communication (communicative, interactive, perceptual) act interconnectedly and interdependently. At the same time, each of these parties has very specific ways and techniques that allow them to best improve the communication process. This improves a person’s ability to communicate. Methods of active psychological interaction contribute to the greatest extent to improving the interactive side of communication. Methods of psychological influence develop all three aspects of communication, but mainly communicative and perceptual. The above techniques and methods of psychological influence and active interaction in joint activities serve as the basis for the development of all three sides of the communication process, and therefore contribute to the improvement of the ability to communicate, organizational and communicative qualities of the individual. Psychology and social practice have developed the most active and effective methods of education and personality development. Methods such as persuasion, suggestion, self-hypnosis can be classified as methods of education and methods of psychological influence. Let's consider some of these methods that actually relate to methods of psychological influence. The method of persuasion is a system of verbal and objective influences on the consciousness of students (subordinates) ) or the general opinion of the team, which ensures the voluntary acceptance of orders and their transformation into motives for the behavior of team members. Any influence of a leader is ultimately aimed at forming, consolidating or changing the attitudes, attitudes, thoughts, feelings and actions of students. Forms of persuasion can be debates, conversations, personal example, evidence, and so on. When carrying out these forms of persuasion, one should keep in mind the emotional state of the person being persuaded. Suggestion is a system of verbal and figurative influences on a team and its individual members in order to evoke the appropriate state and behavior, needs and habits. The method of suggestion has great potential for preventing fatigue, removing the negative influence of the state of anticipation, stress in emergency situations, etc. In each individual case, the leader can apply separate formulas of suggestion. Such suggestion formulas should include simple and understandable words, usually no more than 5-6 words. For example, to relieve excitement in a critical situation, the leader, in an imperative tone that does not raise objections, pronounces the phrase: “Everyone is calm! Everyone stays where they are! We act according to the following plan...” One of the necessary conditions for effective suggestion is suggestibility. Suggestibility is understood as a person’s ability to change his behavior at the request of another person or group of people, without relying on logic or conscious motives (that is, unconscious submission to the demands of other people. Suggestibility depends on age (the younger, the higher), gender (more often in general, women are more suggestible than men), intelligence (with increasing education, suggestibility usually decreases), health status (with overwork or after illness, suggestibility becomes higher) and other factors. In addition, suggestibility varies significantly depending on the type of suggestion and the authority of the person which produces suggestion. Active Interaction Methods Methods of active interaction are divided into two large groups: discussion methods and methods of socio-psychological training. Discussion methods Discussion methods include discussion (controversy, dispute) and the “brainstorming” method. In addition to professional, managerial and scientific and technical problems, the subjects of discussion can be the interpersonal relationships of group members. In this case, group relationships act as a learning model through which students learn the possibilities of self-determination and understanding of each other. The subject of discussion can also be a group discussion of problematic situations. Here, both task orientation (analysis of problem situations) and orientation to interpersonal relationships are possible. When task-oriented, the group discussion method helps each participant understand their own point of view, develop initiative, communicative quality and the ability to use their intellect. “Brainstorming” - This is a technique for stimulating creativity and productivity based on group members expressing any ideas or thoughts on a proposed topic, without judging them as true or false, meaningless or strange. This technique is based on the assumption that with the usual methods of discussion and problem solving, the emergence of innovative ideas is prevented by the control mechanisms of consciousness, which fetter the flow of these ideas under the pressure of habitual, stereotypical forms of decision-making. After a brainstorming session, the total mass of ideas expressed is analyzed based on that among them there will be at least several containing the most successful solutions. Methods of socio-psychological training
Methods of socio-psychological training are divided into two groups: game methods and sensitive method (method of training interpersonal sensitivity).
Game methods. Game methods are intended for developing and making management decisions. It is generally accepted that gaming methods are divided into operational and role-playing. In turn, operational methods are divided into business and managerial methods. At the same time, the division into management and business games is purely conditional, since in a business game management decisions are ultimately developed. In the same way, in a management game, group members are forced to engage in business relationships with partners. An operational game (business, managerial) as a simulation method opens up the possibility for a psychologist to study decision-making processes taking into account individual indicators.
In a role-playing game, an individual is faced with a situation that is characteristic of his reality and which confronts him with the need to change his attitudes. Conditions are created for the formation of new, more effective communication skills.
In preparation for the games, appropriate documentation is developed. For example, to conduct a business game, the main documents are the script, a description of the game environment, and instructions to the players.
The sensitive method belongs to the category of methods for training interpersonal sensitivity. The main goal of sensitivity training is to develop and improve the ability of individuals to understand each other.
Comparative list of methods of psychological influence
and active interaction.
Methods of psychological influence
1. Conviction. Forms of persuasion: dispute, discussion, conversation, story, personal example, evidence.
2. Suggestion. Forms of direct suggestion: commands, orders, suggestive instruction. Forms of indirect suggestion: hint, indirect approval, indirect condemnation.
3. Self-hypnosis. In addition to the forms of suggestion listed above, the method of autogenic training is used.
4. Imitation.
5. Psychological assistance.
6. Suggestopedia.
Active Interaction Methods
1. Discussion methods:
Discussion
Controversy
-"brain attack"
2. Methods of socio-psychological training:
1) gaming methods
Operational (business, management)
2) sensitive method
2.2 2.3 The ability to communicate and its importance in the development of organizational and
communication skills.
It has previously been shown that communication abilities are most socially determined. They are manifested in the individual’s level of implementation of all three aspects of communication: communicative - in the means of transmitting information (written and oral speech, gestures, facial expressions, etc.); interactive - in methods and techniques of psychological influence and active interaction in joint activities; perceptual - in interpersonal perception, assessment and mutual understanding of people. The ability to communicate also presupposes a developed degree of socio-psychological adaptation, that is, the individual’s active adaptation to the conditions of a new social environment, the ability to exert a psychological influence on others, to convince them and to win them over.
The problem of communication belongs to the basic categories of psychological science, as well as the categories of “reflection” and “activity”. These categories are interconnected and interdependent. They are mediated by mental, that is, cognitive processes. In the process of communication, there is a mutual exchange of activities, their methods and results, ideas, ideas, attitudes, interests, feelings, etc. The result of communication is developing relationships with other people. Thus, communication acts as a specific form of human interaction with other people, as the interaction of subjects. Not just an action, not just the influence of one subject on another, but interaction.
Communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs of joint activities and including the exchange of information, the development of a unified interaction strategy, perception and understanding of another person. From this definition we can conclude that communication has all three sides of its manifestation: communicative, interactive, and perceptual.
Communication side communication is manifested through the actions of the individual, consciously oriented towards their semantic perception by other people.
Interactive side communication (interaction means interaction) is the interaction (and influence) of people with each other in the process of interpersonal relationships.
Perceptual side communication (perception - perception) is manifested through people's perception and assessment of social objects (other people, themselves, groups, other social communities).
Chapter 3 Experimental study of the level of development in
teenagers' ability to communicate.
In order to confirm or refute the hypothesis and information given in the previous two chapters, we conducted an experimental study of teenage children at gymnasium No. 1 in grade 9 “D”.
3.1 Objectives and research methodology
In order to study the level of development of communication ability in adolescents, we used the following methodology.
(V.F. Ryakhovsky)
Instructions for subjects:
The method for determining the level of sociability contains 16 questions. Each should be answered with “Yes,” “No,” or “Sometimes.” The time to complete the technique is 5-7 minutes.
Processing the results:
Answer rating:
“Yes” - 2 points
“No” - 1 point
“Sometimes” - 0 points
The level of sociability is determined depending on the points scored. The points are summed up and the classifier determines which category of people the subject belongs to.
1.1 3.2 Analysis and discussion of the research results.
Test questionnaire “Determining the level of sociability”
Using this technique, we determined the level of sociability in adolescents. We calculated the points and, using a classifier, determined the level of each of the subjects.
Level of sociability among ninth grade students.
Table No. 1
Number of points | ||||
Loseva P. | ||||
Podkovalnikova A. | ||||
Kuznetsov A. | ||||
Kopylov V. | ||||
Marinin A. | ||||
Morozov A. | ||||
Ishmurzin V. | ||||
Vasilyeva E. | ||||
Safonov A. | ||||
Semenov S. |
So, 40% of the subjects are at an average level of sociability, of which 25% are at an average level closer to low and 75% are at an average level closer to high. 50% of the subjects were at a high level of sociability development. 10% of the tested adolescents are at a low level of sociability development. No teenagers were identified at the highest or, conversely, at the lowest levels.
Conclusion
In our work, we investigated the problem of the abilities of adolescent children. In the course of our work, we studied the communicative inclinations of students and their level of development.
In the first chapter we examined the state of the problem of abilities in modern psychology. To do this, we defined the concept of abilities in psychology, examined various approaches to studying the problem, and also presented a classification of abilities.
In the second chapter, in the process of studying the characteristics of the development of abilities in adolescence, we examined the problem of developing the ability to communicate and its importance in the formation of communicative and organizational qualities. Based on a theoretical analysis of the literature on the problem of abilities, we conducted an experimental study with ninth grade students.
Having analyzed the data obtained as a result of the study, we identified the degree of development of sociability in children.
During the research process, we came to the conclusion that communication is the leading activity in adolescence. The results of the experimental study confirm our hypothesis that, since the leading activity in adolescence is communication, we are inclined to assume that at this age children will have high communication abilities.
Bibliography.
1. Batarshev A.V. Psychodiagnostics of communication abilities or how to determine the organizational and communicative qualities of a person. - M., VLADOS, 1999.
2. Vygotsky L.S. Problems of general psychology. Collected works in 6 volumes, T.2, - M., Pedagogy, 1982.
3. Davydov V.V. Psychological Dictionary. - M., Pedagogy, 1983.
4. Kovalev A.G., Myasishchev V.N. Mental characteristics of a person. In 2 volumes. T.2. Capabilities. - L., 1960.
5. Levitov N.D. Abilities and interests. - M., 1962.
6. Leites N.S. Ability problems. - M., 1962.
7. Mukhina V.S. Age-related psychology. - M., Academy, 2000.
8. Teplov B.M. Ability and giftedness. - M., 1947.
9. Tikhomirova L.F. Development of cognitive abilities in children. - Yaroslavl, 1996.
10. Shadrikov V.D. Human abilities. - L., NPO NODEK, 1997.
11. Shadrikov V.D. Cognitive processes and abilities in learning. - M., Education, 1990.
Application
Text of the questionnaire for the method “Determining the level of sociability”
(V.F. Ryakhovsky)
1. You are about to have an ordinary or business meeting. Does it unsettle you?
expectation?
2. Does the assignment to speak cause you confusion and displeasure?
report, message, information at any meeting, gathering or similar event?
3. Do you put off visiting a doctor until the last moment?
4. You are offered to go on a business trip to a city where you have never been.
Will you make every effort to avoid a business trip?
5. Do you like to share your experiences with anyone?
6. Do you get annoyed if a stranger on the street addresses you with
request (to show the way, find out the time, etc.)?
7. Do you believe that there is a problem of “fathers and sons”, and that people of different
Is it difficult for generations to understand each other?
8. Would you be embarrassed to remind your friend to return the money he
borrowed it a few months ago?
9. In a restaurant you were served an obviously poor quality dish, will you remain silent?
10. If you find yourself alone with a stranger, you will not speak to him first and
You will be burdened if he starts a conversation. Is it so?
11. Any queue (shop, library) terrifies you. You will give up
intentions?
12. Are you afraid to participate in any review committee?
conflict situations?
13. You have your own, purely individual assessment system
works of literature, art, culture, but you don’t listen to other people’s opinions on this matter. Is it so?
14. Having heard somewhere on the sidelines a statement that was clearly wrong
Given a question known to you, would you prefer to remain silent and not enter into an argument?
15. Do you feel annoyed when someone asks you to help figure something out?
another official issue or educational topic?
16. Are you more willing to express your point of view (opinion, assessment) in writing?
form than orally?
Classifier
30-32 points: The teenager is clearly uncommunicative, this is his problem, and he himself suffers more from it. But it’s not easy for those close to him either. It is difficult to rely on him in a matter that requires group effort. A teenager should try to be more sociable and control himself.
25-29 points: The teenager is withdrawn, taciturn, prefers loneliness, so he has few friends.
19-24 points: The teenager is to a certain extent sociable, feels confident, and problems do not frighten him. But he gets along with people “with caution,” although this can be corrected.
14-18 points: The teenager has normal communication skills. He is inquisitive, willingly listens to any interlocutor, is patient enough in communicating with others, and defends his point of view without temper. He goes to meet new people without any unpleasant experiences. At the same time, he does not like noisy companies; extravagant antics and verbosity irritate him.
9-13 points: The teenager is very sociable (sometimes even beyond measure). He is curious, talkative, loves to speak out on various issues, which sometimes causes irritation among others. He willingly meets new people. He loves to be the center of attention and does not refuse anyone's requests, although he cannot always fulfill them. Sometimes he flares up, but quickly goes away. What he lacks is perseverance, patience and courage when faced with serious problems. If desired, however, he can force himself not to retreat.
4-8 points: Extremely high level of sociability. It indicates a formed need for communicative and organizational activities. The teenager instantly navigates difficult situations and behaves very naturally in a new team. Very proactive. Makes independent decisions. He defends his opinion and achieves the adoption of his decisions. Likes to organize games and various events. Persistent and obsessive in activity.
3 points or less: The teenager has poor communication skills. He is verbose, interferes in matters that have nothing to do with him. It can cause conflicts. His excessive sociability is painful. This lifestyle is a mistake.
Lesson on the topic: Cognition and human abilities.
The purpose of the lesson: to reveal the essence and various aspects of the process of socialization of younger adolescents: the conditions for the formation of personality, needs and abilities, the manifestation of personal properties in the main types of activities.
Lesson objective:
to reveal to students the role of knowledge about their own abilities and capabilities, their correct assessment for the successful self-realization of the individual.
Lesson equipment: workstation
During the classes:
Updating basic knowledge. Checking homework.
What is personality?
What needs and abilities does a person have?
What features of adolescence are most noticeable and distinguish it from other periods?
2.New topic.
Knowing the world and yourself.
Self-awareness.
Human abilities.
The diversity of human life.
The teacher’s explanation of new material based on the text of the textbook.
Understanding the surrounding world through the processes of various activities: work, study, communication, play. Give examples of how you became acquainted with the environment around you as a child, what do you remember most?
“Knowledge of the world and oneself” provides additional information and focuses students’ attention on various aspects of a person’s knowledge of himself:
- research of abilities and possibilities, search for the type of activity that will best suit them;
- studying oneself as a part of nature, identifying one’s biological characteristics and needs;
- understanding oneself as part of society, a group (awareness of one’s spiritual and moral “I”).
Man's knowledge of himself. Assessing the goal, your capabilities, abilities, results.
Showing interest in one’s self begins from a very early age. 1. “I myself”
2. adolescence “who am I?”, “what am I?”, “how am I different from others?”, “what can I do?” Adolescence is one of the main periods that determine the rest of your life.
The main thing is to evaluate yourself correctly, make the right decision, understand yourself and your relationships with others.
During adolescence, knowledge and experience accumulate.
“Know thyself” is a saying inscribed on the Temple of Apollo at Delphi. Knowing oneself involves a person’s exploration of his abilities and capabilities, the search for the type of activity that will best suit them and help him realize himself as an individual.
Working with textbook text from 38 “Journey to the Past”
New concept:
Initiation is an ancient rite of passage into adulthood.
Self-awareness is consciousness directed towards oneself.
Self-esteem is an important aspect of self-esteem.
Assessing your qualities
Its activities,
Correct self-esteem helps you believe in yourself and highlight those activities in which you can achieve high results.
Working with drawings from 39.
Whose self-esteem is clearly low?
Who overestimates themselves?
Do you think Marina and Vladimir will be able to achieve great results in their activities?
Place yourself and your friends on the same steps, explain your choice.
It is important to evaluate yourself and compare not only with others, but also with yourself. Compare the changes that have occurred in you since last year. How to gain more self-confidence?
I conclude the discussion of the last issue with practical recommendations for students on using such a well-known method as self-hypnosis. ( practical work on making rosaries from beads) Exercise with rosary.
Thus, in many countries of the world, self-hypnosis exercises with rosary beads are known as an attempt to give oneself the necessary commands. Making a rosary is easy: string wooden, plastic or glass beads onto a thread, each of which is separated from the others by a knot. Their number is 25 . As you go through each bead, you need to pronounce a statement that is important to you at the moment.
For example: “I am happy about the test. I will succeed. I will prove that I can do a lot." And so 25 times according to the number of beads. Gradually, you can notice how pronouncing phrases has a positive effect on behavior and state, the main thing is not to do these exercises “on the go”, at this time you need to be focused and calm.
I invite students to come up with self-hypnosis formulas for themselves.
.
For example: “I have better self-control every day,” “Physics is my favorite subject,” “I can be attentive” or others. The following fact will help convince you of the effectiveness of this method: in the 1920s, the method of suggestion was used in the treatment of patients. Instead of medications, the French pharmacist Emile Coue began recommending self-hypnosis to his patients. In the mornings and evenings they said: “Every day I feel better and better.” The method turned out to be very effective, especially for those people who believed in it.
Your abilities: - everyone’s inclination towards one or another type of activity.
Every person is born talented.
The companions of talent are curiosity, will, and long work.
“Genius is one percent inspiration and ninety-nine percent perspiration” (T. Edison).
The main thing is to find your calling in childhood - in what area you would like to work. What could be your favorite activity, and what could be your passion, hobby. “The one who walks will master the road.”
The practical part of the lesson is based on working with the rubric “Learning to recognize and evaluate ourselves.” Completing assignments will help you consolidate your knowledge. So, students’ work with the diagram p.45. “My abilities” and with drawings on p. 47 makes you think about your place among others (family, friends), evaluate yourself and your relationships with loved ones, and distinguish yourself from others.
After analyzing the drawings, students work using the commented reading method. I invite them to give examples from life, to analyze the impact of deviations from these rules on human behavior and relationships with others.
Reflection on the content of educational material
consolidation is facilitated by the participation of schoolchildren in performing practical tasks under the heading “In the classroom and at home.” You can achieve the greatest activity and independence in their implementation by using various work options.
I propose to complete tasks 1 and 3 individually in class, writing down the answers in notebooks, followed by comparison and discussion of them.
It is better to complete tasks 2 and 5 at home, followed by a discussion of the results of their implementation in class.
Completing task 4 involves students formulating an oral answer, analyzing the reasons for their choice and discussing them.
Homework: p 4. write a story for the painting by artist A.A. Deineka “Future Pilots”. (illustration on p. 43)
Prepare a report about M.V. Lomonosov. (study by choice)
Reflections on
Self-knowledge Self-esteem includes
_________________
_________________
It starts with that
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COMPREHENSIVE STUDY OF ABILITIES
(to the 90th anniversary of Boris Mikhailovich Teplov)
E. A. GOLUBEVA
Time will help to understand and fully appreciate the full significance of B.M.’s works. Teplov as the founder of a new branch of human science - differential psychophysiology.
V.D. NEBYLITSYN
The concept and strategy for accelerating the socio-economic development of our country, substantiated at the 27th Congress of the CPSU, emphasizes the importance of the individual, the human factor in the system of social relations. “Socio-economic, moral and psychological conditions must be created that could maximize the realization of all human abilities and talents. In the words of K. Marx and F. Engels, “everyone in whom Raphael sits must have the opportunity to develop unhindered.” Consideration of the principles underlying the analysis of the psychological conditions for the development of abilities involves turning to the legacy of the outstanding scientist - B.M. Teplova, a classic of Russian psychology. B.M. Teplov made an invaluable contribution to the development of the problems of abilities and giftedness, believing that the general theory of giftedness “... should be created as a result of a lot of work on the study of specific facts and particular patterns.”
This article makes an attempt to present one of the stages of the theoretical and experimental work of the laboratory of psychophysiology of individual differences and abilities of schoolchildren at the Research Institute of General and Pedagogical Psychology of the Academy of Pedagogical Sciences of the USSR. In general, this work was associated with the solution and implementation of the task formulated in the Main Directions of the Reform of General Education and Vocational Schools: “... to identify the psychophysiological characteristics, abilities and inclinations of students for certain types of activities and to develop appropriate practical recommendations on this basis.”
The content of the concept of “ability,” which is used by Marxist-Leninist philosophy and psychology, includes an understanding of ability as reality, as a result of the implementation of certain capabilities, but it also includes an understanding of abilities as opportunities, i.e., objective tendencies contained in a phenomenon , which may or may not become facts of reality. If we use the difference between abstract (formal) and real (concrete) possibilities proposed by philosophy, the study of real opportunities each person.
Among the various possibilities, in particular potential ones, there may also be the makings of abilities. Their identification and recognition is a complex scientific problem. Its complexity is due to the fact that, according to the definition of B.M. Teplov (included in many textbooks and dictionaries), abilities are “individually psychological characteristics that are related to the success of performing one or more activities” and, without being reduced “to existing skills, abilities or knowledge, can explain the ease and speed of acquisition this knowledge and skills." Abilities are the result of development, while inclinations are innate anatomical and physiological characteristics that underlie the development of abilities. In reality, the researcher of abilities deals with an “alloy” of innate and acquired; both for him and for the person, the bearer of potential capabilities, the latter may remain hidden.
Consideration of the scientific creativity of B.M. Teplov allowed V.D. Nebylitsyn to suggest that, initially dealing with individual differences in abilities and talents, “B.M. Teplov could not stop at characterizing and analyzing psychological phenomena alone. The very logic of scientific research inevitably led him to the study of the activity of that specially organized matter, the function of which is the psyche—the activity of the brain and its specifically individual characteristics.” The best experimental and theoretical basis for studying the physiological mechanisms of individual psychological differences turned out to be I. P. Pavlov’s concept of the types and properties of the nervous system.
“The use of explanatory principles of the teachings of I.P. Pavlova in relation to the study of natural inclinations had an organic connection with the concept of abilities of B.M. Teplov". As shown by these researchers, as well as by the students and followers of B.M. Teplov, his scientific school and the direction of psychophysiology of individual differences that has emerged in Russian science - differential psychophysiology - open up a very productive experimental way of recognizing the natural prerequisites of abilities.
Having taken as the central problem the study of the natural preconditions of individual differences in abilities, we could not limit ourselves to physiological experiments only because abilities are determined through a very complex, including social, criterion of successful activity. The latter depends on teaching methods, and on conditions in the family and school, and on many other, both non-psychological and actually psychological, factors related, for example, to character traits, temperament, etc. Accordingly, the study of the prerequisites for the abilities associated with the success of the activity, it necessarily involves not only psychophysiological, but also other levels of research, i.e. it must be comprehensive.
If we consider abilities as one of the substructures of the personality and the individual, in this case at least three levels of research are needed: psychophysiological, psychological and socio-psychological. Our general approach, which substantiates the possibility and necessity of a comprehensive experimental study of abilities, is reflected earlier. For clarity of presentation and to determine our position, we present a corresponding diagram.
Consideration of the concept of “individual” (in this sense it is synonymous with the concepts of “man” and even “individuality”) as broader in scope than the concept of “personality” eliminates not only many logical contradictions, but also the unlawful opposition of the natural and the social in man , which many researchers object to. Personality is considered as “a holistic individuality in its social development.”
In personality, the main and most general category is focus. Four classes of relationships - to the world, work, other people and yourself(S.L. Rubinstein, B.M. Teplov) - cover essential characteristics in the social and mental development of the individual. They are also the most important moral “vector” when assessing the implementation of certain abilities. “The significance of a personality is determined not so much by the properties that it, taken by itself, possesses, but by the significance of those socio-historical forces of which it acts as a carrier, those real affairs that it carries out thanks to them.”
Of course, abilities can be studied at each of the three designated levels, but building a holistic psychological theory of abilities without taking into account the data obtained for each level is impossible. Although these levels are interconnected, they have significant qualitative differences, which is why the disclosure of their relationships required a comprehensive experimental study using appropriate statistical methods.
Along with using the methods of differential psychology, based on its achievements, we tried to approach the diagnosis of abilities not only as a certain established reality, but also from the side of hidden potentialities. Taking into account the possibilities and natural prerequisites for development lies the fundamental difference between the humanistic orientation of such an approach and testing the existing level of abilities in itself. Using the example of solving problems of professional suitability, this was shown by K.M. Gurevich.
This does not mean that we refuse to use reliable tests and new research techniques. On the contrary, in the work of laboratory staff, a number of such tests and techniques are used, but all of them are tested for content “psychophysiological validity”, compared with the typological features of higher nervous activity.
Another way to validate methods is to compare them with the learning success of schoolchildren and students. Thanks to the free education system in our country, which opens up various ways to realize potential opportunities, the criterion of educational success (the experts were teachers and university professors) becomes an important integral characteristic of the educational work of schoolchildren and students. All other things being equal, it acts as an addition to the complex of psychological and psychophysiological characteristics of abilities. The task would be too simple if giftedness, talent, and creativity could be clearly seen in the success of learning. In the context of diverse characteristics, the information contained in assessments of the success of educational work turns out to be significant.
DEVELOPMENT OF THE TOPOLOGICAL CONCEPT
The initial typological concept for us is I.P. Pavlova included two large sections:
1. The doctrine of the properties of GNI, common to animals and humans - strength, balance, mobility.
2. The concept of specifically human types of GNI - “artists”, “thinkers” and “average type”.
These two typologies were constantly correlated with each other by I.P. Pavlov and his colleagues when analyzing specific forms of behavior of healthy and sick people. During the further experimental development of the typological theory, these sections were to a certain extent disconnected due to some objective difficulties: systematization according to general properties was carried out in terms describing physiological reality - the relationship between the processes of excitation and inhibition; their totality was considered as a genotype.
Systematization by special properties described psychological reality, designated as phenotype.
Systematization by properties made it possible to study people, according to A. Anastasi, in accordance with the “measuring” classification system, and systematization by type - with “classification of people into groups sharply delimited from each other.”
B.M. Teplov, commenting on these two approaches in differential psychology, notes that they are directly related to the problem he posed in the physiology of VND: properties or types. It was B.M. Teplov showed that, on the one hand, progress in the typological concept of I.P. Pavlova moved in the direction from the disclosure of a type as a picture of behavior to its understanding as a set of properties, and on the other hand, that “the study of types as complexes of properties of the nervous system, ultimately, is necessary precisely in order to scientifically understand the pictures of behavior.”
1. Substantiation of the importance of electrophysiological methods for diagnosing the individual-typical characteristics of human VNI. There is no need to dwell on this issue, since differential psychophysiology has shown the reliability and validity of many EEG techniques and parameters of evoked potentials (EP), , and others. A.M. Ivanitsky formulated a hypothesis directly related to possible individual differences in EP in connection with Pavlov’s classification of specifically human types of EP. She is confirmed by , .
2. Clarification and enrichment of the content of the concepts of geno- and phenotype thanks to research in the field of human genetic psychophysiology. The use of the twin method made it possible to establish which of the parameters used to diagnose typological properties are more congenital and which are acquired. These works made it possible to isolate the unconditioned reflex component from the “alloy” of innate and acquired not only when studying children, but also adults. And the disclosure of the individual uniqueness of the innate, unconditioned reflex fund of various reactions is necessary for understanding the inclinations of abilities. Of course, when analyzing the conditions for the development of abilities, it is necessary, but not sufficient.
3. Study of functional symmetry-asymmetry of the cerebral hemispheres and lateralization of psychophysiological functions. “It’s unlikely that I.P. Pavlov, putting forward his idea that there are representatives of “artistic” and “mental” types among people, could have assumed that in the near future this idea would receive confirmation in the morphophysiological aspect.”
In our laboratory, the problem of individual-typical features of lateralization of brain functions and dominance of the cerebral hemispheres was experimentally studied on a model of visual perception, as well as the problem of lateralization of speech functions in connection with the “verbal-nonverbal” parameter in cognitive processes.
The study of the relationships between general properties and specifically human types of GNI made it possible to bring together the measurement and typological approaches within the typological concept itself. This convergence took place primarily in relation to the poles of the basic properties of the nervous system. V.V. Pechenkov discovered that the combination of weakness, inertia, inactivation (i.e., the predominance of inhibition), corresponding at the physiological level to the formation of a melancholic temperament, is more often correlated with the formation of a “mental” type; The “choleric” combination of strength, lability, and activation (i.e., the predominance of excitation) contributes to the formation of the “artistic” type. The parameters of evoked potentials were found, mainly the latent periods of the vertex EP components, which turned out to be informative from the point of view of the relationship of signaling systems: these latent periods are shorter in “artists” and longer in “thinkers”.
The data obtained clarify the picture of the flow of information processes in individuals who differ in the severity of the typological properties of GNI. However, the study of specific relationships between general properties and specifically human types of GNI requires further experiments. We have touched only on that aspect of this problem that emerged in the analysis of the natural preconditions of abilities. The latter include the properties of the nervous system that are common to humans and animals - strength, mobility, balance, which are the natural basis of abilities and especially temperament (see diagram). But abilities are most closely related to specifically human properties, determined by the nature of the interaction of the first and second signaling systems. The natural basis of various abilities can be unequal and diverse combinations of general and special typological properties.
COMPREHENSIVE STUDY OF THE COMMON COMPONENTS OF VARIOUS ABILITIES
One of the traditional dichotomies adopted when classifying abilities is their division into “more general and more special.”
Before moving on to the results obtained from a comprehensive experimental study of these abilities, let us consider the most generalized characteristics of both in terms of their typological prerequisites. These cross-cutting, global parameters include performance, activity and self-regulation, involuntary and voluntary levels of regulation.
Studying gifted children, N.S. Leites discovered that they were “real little workers,” characterized by a “thirst for work” and experiencing “the pleasure of working.” This made it possible to formulate an important position: “The inclination to work acts as a manifestation of talent itself” (ibid.).
Further analytical study of general performance in various conditions, but mainly on adult subjects, showed that it depends on a dynamic characteristic - the development of functional states: different types of monotony, mental satiety and fatigue, stress, productive and unproductive tension. Individual differences in the degree of susceptibility to such conditions turned out to be associated with differences in the typological properties of the nervous system and with the conditions of activity.
Of the basic properties, the most frequently correlated with performance were indicators of the strength and activation of the nervous system, which characterize the stable features of the functioning of the “energy block” (according to A.R. Luria). In extreme conditions, those with a stronger nervous system have an advantage; in some monotonous conditions, those with a weaker nervous system have an advantage.
When studying the working capacity and learning ability of schoolchildren, it was discovered that in the case of improper organization of the educational process, states of monotony and satiety often developed in schoolchildren who had a high learning ability (Z.I. Kalmykova).
The typological properties of the nervous system were included in the complexes of physiological characteristics that underlie the two most general ones, according to N.S. Leites, prerequisites for abilities - activity and self-regulation. It has been established that one of the advantages of the typological property of balance - activation (predominance of excitation) - turned out to be associated with indicators of mental activity that directly depend on the energy base: this is a variety of actions; performing tasks that require a fast pace and tension; extracurricular activities. But the other pole of this property - inactivation (predominance of inhibition) - also turned out to be associated with indicators of mental activity, but having a more complex, indirect nature: methodologicality, organization in actions, systematicity and also extracurricular activity. This pole correlates with a complex of inhibitory-regulatory mechanisms, on the basis of which various types of self-regulation are formed, including self-regulatory activity of a compensatory nature, ,).
Speaking about the natural prerequisites of mental activity, in particular the property of activation, it should be noted that its characteristics associated with the system of the orienting reflex (E.N. Sokolov) correlated with the parameters of success of several types of activities. They can be considered, in accordance with the data of world literature, as one of the factors that determine some of the conditions for the formation of various forms of curiosity, orientation, research and creative activity.
Both more general and more specialized abilities are also characterized by the involuntary-voluntariness parameter, which reveals different typological prerequisites at its poles: a greater inclination of involuntary reactions to the predominance of primary signal functions and connections with the “energy block” and, accordingly, voluntary reactions to the predominance of secondary signal functions and connections with the “regulatory block” and inhibitory influences.
A comparison of psychophysiological dependencies between the success of activity and the ratio of involuntary and voluntary functions turned out to be very informative. Using the coefficient of voluntariness (involuntariness), it has been established that many individuals with a predominance of primary signal functions - “artists” - are often more successful, compared to “thinkers”, in solving problems whose conditions require a significant “share” of participation of involuntarily regulated actions. Such conditions can exist when memorizing various information and when carrying out sensorimotor reactions of varying degrees of complexity, while tasks that require verbal-logical means of transforming material and the participation of voluntarily regulated actions are more successfully solved by “thinkers.”
Since “we are aware of no more than one thousandth of the input information” and there are “many unconscious information processes,” the problem of the relationship between involuntary and voluntary levels in reflecting reality and in regulating actions turns out to be very relevant when studying the abilities of individual people.
Thus, turning to the most universal prerequisites for the development of abilities indicates that there cannot be an evaluative, unambiguous decision in favor of one or another nervous makeup. In one activity, people who have an indirect type of activity and a direct level of self-regulation, who are able to voluntarily control the process of activity, even if it is monotonous, may be more successful; in the other, people who have a direct type of activity and indirect self-regulation, who are able to work at the level of predominantly unconscious reactions, in extreme conditions, are more successful.
COMPREHENSIVE STUDY OF GENERAL ABILITIES
The subject of experimental analysis in our work was cognitive abilities.
The dichotomy that is most clearly identified in the individual-typical characteristics of cognitive functions is non-verbal-verbal. The leading importance of this global psychological characteristic of cognitive abilities is confirmed at the physiological level: the most “relevant” natural basis for their formation turned out to be specifically human types of GNI (see diagram). However, thanks to hemispheric differentiation, properties common to humans and animals, which often act as the “relevant” natural basis of temperament, can also “serve” predominantly non-verbal or verbal functions, determined mainly using D. Wechsler’s tests.
The ratio of nonverbal and verbal functions in cognitive abilities is different for different age groups. In 6-year-old children, the characteristics of cognitive abilities are positively associated with the predominance of non-verbal functions, imagery and emotionality of perception, memory, thinking, dominance of the right hemisphere and greater weakness (sensitivity) and lability of the nervous system. Qualitative and quantitative analysis of data from the A. Kern subtest “drawing of the human figure” indicates that children with the most pronounced indicators of weakness of the nervous system had higher scores on this subtest, as well as on mathematics, labor skills and drawing as an academic subject (E .P. Guseva, 1986).
In children 9-10 years old, the characteristics of cognitive abilities are also associated with the predominance of non-verbal functions, imagery and emotionality of perception, memory and thinking, greater lateralization of vision compared to hearing, a predominantly right-hemisphere type of speech localization (M.A. Matova, Z.G. Turovskaya, 1985).
At the age of 13-14 years, the verbal components of mnemonic and intellectual abilities acquire a greater proportion, but non-verbal remains a very significant factor. Moreover, the largest number of positive correlations of non-verbal components of memory and thinking are with the mastery of natural science subjects, and verbal ones with the mastery of humanities subjects. In psychophysiological relationships, this dependence is confirmed indirectly: the number of significant correlations of indicators of the basic properties of the nervous system with the success of mastering subjects of the natural cycle is almost the same for the right and left hemispheres, and subjects of the humanities cycle are different - for the right hemisphere such correlations are two times less than for the left (S.A. Izyumova, M.K. Kabardov, V.V. Pechenkov, 1986).
A comprehensive study of mnemonic abilities and their natural prerequisites in comparison with the success of educational activities was carried out by S.A. Izyumova. Using tests covering a wide range of phenomena related to memory (from trace processes to complex types of memorization using algorithms), two main types of mnemonic abilities were identified: a) manifested in better imprinting; b) manifested in better semantic coding of information. The first ones are more non-verbal, the second ones are verbal.
The most numerous correlations between mnemonic abilities of the first type are associated with indicators of the property of activation, which reflects, as already indicated, the functioning of the energy block. The properties of strength and inertia also, to a certain extent, determine the ability to imprint, but only when they relate to the information block. Other dependencies are characteristic of mnemonic abilities of the second type: their correlate is the opposite values of these properties - weakness and lability of the nervous system, attributed to the regulatory block.
Studies conducted with schoolchildren indicate the importance of memory as a component of general abilities, manifested in the success of learning and the level of knowledge acquisition. Mnemonic abilities associated with semantic coding of information affect the learning of almost all school subjects. But the abilities that manifest themselves in better imprinting are also important, especially when mastering the Russian language, chemistry, geography, and geometry.
In the study of cognitive abilities, great emphasis is placed on age-related characteristics of their development. N.S. Leites comprehensively substantiated the thesis that “the prerequisites for the development of abilities, specific to individual children’s ages, are the soil on which individual abilities grow.” This position was experimentally confirmed when comparing the age and individual characteristics of children 6 and 14-16 years old in a study by E.P. Guseva (1986).
In six-year-olds, it was precisely the weakness of the nervous system that acted as a property that determined the brightness of perception and impressionability. In adolescents, the leading property is the property of activation and the orienting reflex; Characteristics of the success of educational activities most often correlated with their indicators. At the same time, the specificity of hemispheric relations was also discovered: in six-year-olds, the success of educational and mnemonic activities is to a greater extent connected with the functioning of the right hemisphere and, to a lesser extent, with the left. For teenagers it’s the opposite.
Comparison of these ages concretized the problem posed by N.S. Leites and V.E. Chudnovsky about the “addition” and “subtraction” of age and typology. At 6 years of age, when age-related weakness and inertia are aggravated by the same typological properties of children, the success of activities in situations of time shortage and increased demands on their speed capabilities decreases; in adolescents, there is a “composition” of age-related and typological activation: a pronounced predominance of arousal can affect the high effectiveness of educational and other types of activities, but it can also be the cause of loss of self-control and breakdowns.
Not only cognitive abilities, but also the style of cognitive activity, diagnosed using the field dependence-field independence parameter, widely known in the world literature, was compared with the severity of the typological properties of the nervous system and the success of educational activities of adolescents and adults (I.V. Tikhomirova, 1986). The point of such a comparison is to search for common components in the natural basis of individual cognitive style and cognitive abilities. This common component again turned out to be the parameters of the activation property, especially its indicator such as the frequency of the alpha rhythm, which positively correlates with field independence, learning success and some characteristics of intelligence. Analysis of other indicators of the property of activation, with which the characteristics of cognitive style and abilities correlate, made it possible to establish that their common component is the orienting reflex and certain types of orienting-exploratory activity formed on its basis. This is quite consistent with data on the great importance of the orientation reflex as a natural factor in the development of abilities. The presence of this same factor as part of the natural prerequisites of cognitive style expands our ideas about rational ways of its formation.
The large role of cognitive functions in the structure of general abilities probably reflects the fact that information processes form the basis of many human abilities.
COMPREHENSIVE STUDY OF SPECIAL ABILITIES
Those types of special abilities that have been experimentally studied in the laboratory relate mainly to communication skills. They also featured the characteristic of non-verbal-verbal, but its meaning was not leading.
In the study communicative And linguistic abilities during intensive teaching of a foreign language to adults (M.K. Kabardov, 1986), two types of foreign language acquisition were studied - communicative, or intuitive-sensual, and non-communicative, or rational-logical (according to B.V. Belyaev). The first type of language acquisition turned out to be more associated with the predominance of primary signal functions, with the severity of involuntary types of memorization and intellectual activity, and with a more labile nervous system. The communicative type is more favorable for speech activity in the conditions of the suggestopedic technique. The second type of language acquisition is associated with a more inert nervous system, with a relative predominance of second-signal functions. It can be considered established that only for persons with the first type of foreign language acquisition are intensive methods adequate; for people with the second type, these methods are not so effective, since they do not fully realize their inclinations towards “analytical”, linguistic mastery of language. Perhaps traditional methods are more suitable for this group of people.
The natural prerequisites for special musical abilities have also been studied (I.A. Levochkina, 1986). For musically gifted teenagers (students of the choir school named after A.V. Sveshnikov), one of the natural prerequisites for musicality turned out to be weakness - sensitivity nervous system; a certain connection was found with lability and activation. The relationship between the success of musical activity at this age and a clear dominance involuntary level of regulation, which, as already indicated, may be one of the natural prerequisites for the successful implementation of certain types of mnemonic, intellectual and, what is especially important in this context, sensorimotor actions.
We are not inclined to absolute this dependence, since it appeared only for a sample of teenage vocalists. For 6-year-old children (preparatory group of secondary school students), a high level of development of musicality turned out to be associated with lability of the nervous system, despite pronounced age-related inertia.
In a sample of adult instrumental students, the success of musical activity correlated with the strength of the nervous system, with the performance of nerve cells, and for the right hemisphere there were three times more significant correlations than for the left. Significant correlations of success in studying at a music university with lability and activation were also found.
I wonder what for all properties of the studied age groups lability acts, along with others, as a factor with which the success of musical activities of various types is associated. Data from other authors also support the special significance of this parameter.
When considering the problems of pedagogical mastery and pedagogical abilities the latter are also included in the special abilities class. Among the important signs of pedagogical abilities, the presence of special sensitivity is noted, manifested, in particular, in pedagogical tact.
In a study of individual characteristics of sociability among schoolchildren in pedagogical classes, correlations of some communication skills with weakness - sensitivity nervous system (N.A. Aminov, E.P. Guseva, I.A. Levochkina, 1986). They turned out to be statistically associated with the severity of social intelligence, determined using appropriate tests. We are also not inclined to make these data absolute, especially in connection with the specifics of the population on which the statistical dependencies were obtained: these are not yet established teachers, and pedagogical skill cannot be reduced to any one quality. But perhaps knowledge of some specific features of one’s nervous and mental makeup will help future teachers in developing the necessary professional qualities.
A comprehensive study of special abilities revealed the following trend - the natural prerequisites for these abilities appear as part of complex system complexes. For communicative language abilities, this is not only lability, but also auditory memory and the predominance of primary signal functions; for linguistic abilities this is not only inertia, but also the predominance of visual memory and second-signal functions. For pedagogical abilities, this is a combination of high sensitivity of the nervous system and characteristics of social intelligence. For musical abilities, this is lability at different ages, high sensitivity and dominance of the involuntary level of regulation in adolescents. In other words, the problem of abilities, even within a limited number of characteristics studied, especially the problem of special abilities, appears as a problem high quality.
The large role of communicative functions in the structure of special abilities probably reflects the fact that communication, being the most important factor in the formation of various abilities and other personality characteristics, it is of particular importance for the abilities associated with the implementation of communicative needs and skills - linguistic, pedagogical, musical.
In psychology, three main types of transformative human activity are identified: work, knowledge, communication(B.G. Ananyev). We believe that in accordance with them it can be proposed ability classification.
The most global factor that determines the development of almost all types of abilities is labor and related ability to work as a factor of giftedness. Experimentally, in complex studies that included the psychophysiological level, three components of this universal factor were partially studied: performance, activity and self-regulation, the ratio of involuntary and voluntary functions. Numerous connections between their characteristics and indicators of general and special typological properties have been established.
Less global, but also quite general are cognitive abilities And cognitive style. Mnemonic and learning abilities were studied experimentally at different ages. The unifying line of their analysis was nonverbality-verbality, associated with individually typical features of information processing, determined by the nature of the interaction of two signaling systems and functional symmetry-asymmetry of the brain. For this type of ability, as well as cognitive style, correlates have been found with parameters of not only special, but also general typological properties of the nervous system.
And finally, partially studied communication skills related to the sphere of communication: linguistic, pedagogical, musical. For them, as part of complex system complexes, natural prerequisites have also been found in the form of general and special properties of the nervous system and features of the functioning of analyzers.
Thus, in the studies carried out, B.M. Teplov’s position was developed that the typological properties of the nervous system are included “...in the composition of the natural foundations of the development of abilities, in the composition of the so-called inclinations. They probably even occupy the most important place in the structure of these natural prerequisites for abilities.”
The experience of practical application of the results of a comprehensive study of individual differences in schoolchildren and students, their abilities and inclinations has clearly shown that such research is most productive if the abilities, abilities and inclinations of students are considered in the integrity of the substructures of individuality and personality (see diagram).
The most detailed research and consulting work was carried out with VIII grade schoolchildren of the 175th Special Biological School of Moscow (M.A. Matova, E.A. Golubeva, N.A. Aminov, S.A. Izyumova, B.R. Kadyrov, M.K. Kabardov, V.V. Pechenkov, V.V. Suvorova, I.V. Tikhomirova, Z.G. Turovskaya, E.D. Yusim; 1986). The characteristics obtained in the study and in the analysis of educational and life indicators related to the three listed levels: psychophysiological(general and special typological properties of the nervous system, features of the functioning of the visual, auditory and motor analyzers, features of the interaction of the cerebral hemispheres), psychological(mainly features of cognitive processes - perception, memory, thinking and speech) and socio-psychological(success of educational activities, some characterological features, level of self-esteem). In addition, according to the questionnaires of E.A. Klimov and A.E. Golomshtok analyzed the inclinations of students (B.R. Kadyrov, 1986).
Based on the ranking assessments of each attribute (and there are more than two hundred of them), individual “portraits” of students were compiled.
The consulting work carried out on their basis by the laboratory staff had an obvious practical result: psychologists helped in a number of cases to prevent mistakes in choosing a life path; The self-determination that had already taken place by 40% of students who decided to acquire various working specialties was also more conscious. Those students who wanted to stay in this special biological school (and some stayed in it, having formal reasons for this, but for reasons external to the specialization of the school: they like their friends and teachers, the school is close to home, etc. ), also received help from psychologists-consultants in analyzing their sometimes hidden capabilities.
Considering the scientific and theoretical significance of a comprehensive study of abilities, it is advisable to highlight, as it seems to us, an important aspect - an indirect specification of the problem of the formation of personality types and character, identified by V.G. Norakidze as harmonious, conflicting, variable. This problem is unusually complex: it is enough to recall that V.G. Norakidze observed his subjects extensively for 10–15 years.
For each of the substructures of individuality and personality indicated in the diagram, both harmonious and conflicting interdependencies can develop. In the results presented in this article, it is advisable to highlight only one specific and clearly defined line: capabilities - abilities - inclinations. A comprehensive study of abilities and especially consulting work have shown that within the limits of only these realities, the type of interdependence that develops - harmonious or conflicting - can turn out to be a significant factor influencing the life path of an individual.
Our studies did not address the problem of developing abilities. But the experiment carried out by B.M. Teplov in relation to musical abilities, allowed him to formulate the most important provisions of general significance. Knowledge of the specific type of musicality of each child, including his innate natural characteristics, the relationship of individual musical abilities, understanding of the child’s personality, the history of his upbringing are the conditions for thoughtful pedagogical work; Without this, the development of abilities goes “by gravity.” In other words, “...justifying the strategy and tactics for guiding the development of human abilities in such a way that their uniqueness is not lost and that, while preserving all the social value of this uniqueness, leads their development to the highest possible level”, presupposes the deployment of work on a comprehensive study of individual differences, abilities in particular.
The thoughts of B.M. are surprisingly relevant in our time. Teplov that finding objective laws based on specific methods and general principles characterizing the objectivity of methods will help “... respond to the demands that practice places on us and provide full-fledged scientific research into vitally important issues.”
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People have long attached great importance to their development and assessment of their own abilities. Centuries ago, there was an opinion that people chose the wrong vector of development. In what sense? Instead of making efforts and engaging in self-development, people do not stop working on what surrounds them. With little or no attention to self-care, a person tries to make the conditions around him as comfortable as possible. On the other hand, not all people have a materialistic mindset. Many people value things that money cannot buy. It is important to realize that the best "investment" is the effort made to improve a person's spiritual, social and physical capabilities.
Do you have potential?
One famous philosopher and psychologist William James, who lived in the 20th century, came to the conclusion that most people do not realize the potential that was originally inherent in them. According to him, every baby has prospects that its parents do not even think about. This is why most people remain at a low level of development of their talents - they do not realize how wide the horizon of their abilities is.
Let's look at examples of how human capabilities develop. New social skills are formed quite quickly. If people understood that they could learn something so quickly, their lives would turn out completely differently. For example, to be able to play a musical instrument well and be considered a master of his craft, the average individual will need about one year. Is this too much? Not at all! The possibilities are so incredible that even in such a short period of time he can learn something truly wonderful. Therefore, thoughts that you will not achieve a certain level of development or a specific goal are often formed based on stereotypes of lazy people. To see how amazing they are, you just need to set a goal and pursue it. But what will help you achieve your goals and reveal new human capabilities?
The importance of systematic effort
Most people never achieve success because they are not persistent enough in their aspirations.
Patience and a little effort. This proverb accurately emphasizes the importance of systematic effort. Even if, in an effort to develop some kind of talent or quality, the attempts look unconvincing, and the results cannot be called victorious, it is important to continue to push the road in the intended direction every day and not give up.
Many people believe that they are special from birth.
So, people celebrate talented individuals. This is how many justify themselves. Don't think that talented people were born that way. In most cases, we see not so much gifted people, but hardworking and purposeful ones. It is important to make every effort to develop your personality. Such efforts bring great inner satisfaction.
Human physical capabilities develop according to the same principle. In this regard, of course, much does not depend on us. For example, a person whose height is 160 centimeters cannot become a professional basketball player, no matter how hard he tries. However, he is still capable of succeeding in this matter if he persistently strives for the goal.
Concentration
To stimulate the development of human capabilities, it is important to make the right choices and be able to concentrate efforts. Let’s remember the proverb again: “If you chase two hares, you won’t catch either.” To develop individual abilities and talents, it is important not only to follow your own path, no matter what, but also to choose this path correctly, completely focusing on it.
Let's return to the example of a short man who is confident that human capabilities are limitless. He set his goal to become a professional basketball player. What can be noted on the positive side in this situation? Firstly, the fact that a person is not afraid to set ambitious goals. Secondly, he makes every effort and does not give up, despite the difficulties that he will definitely have to face. However, a person will still not be able to achieve his goal and become a professional basketball player. What's wrong? It's all about taking the wrong road.
To best realize their opportunities, people should soberly assess their abilities and circumstances in order to set achievable goals. At the same time, it is important not to be distracted by extraneous tasks, the incidental solution of which can stop development and interfere with conquering peaks.
Motivation
Opportunities can only be revealed if he is able to overcome such qualities of any personality as laziness and inertia. Understanding the value of the task at hand - motivation - will help you cope with such obstacles on the path to developing your personality. In sports, people are motivated by the desire to be a winner, to gain fame, fame, and wealth. All this helps them constantly improve and become more self-confident.
Unusual Potential
Most people around him are much more interested in seeing not a person’s social capabilities, but his unusual talents and body abilities. This happens because extraordinary mental qualities do not catch the eye, while the phenomenal capabilities of the human body are noticed by everyone.
People are used to thinking that they have their limits. According to scientists, it is partly for this reason that a person sometimes cannot overcome some obstacle or height, although he has the potential for this. The limits of human capabilities can be tested in stressful situations, when the mental boundary - that which is holding back - ceases to function as usual. This is proven by many examples. Surely you have heard more than once about people who, out of fear of danger, covered a height of more than two meters in seconds or showed strength tens of times greater than their usual strength. All this suggests that human capabilities are much greater than we used to think. With this in mind, we shouldn’t think that we can’t do anything.
Let's consider what human capabilities have been demonstrated in different areas. These real cases confirm that almost anything is achievable.
Being in a cold environment
The time a person can spend in water is an hour or an hour and a half. During this short period, death occurs due to shock, difficulty breathing or cardiac arrest. It would seem that human physical capabilities simply do not allow expanding this boundary. But there are other facts.
During the Second World War, a Soviet sergeant swam 20 kilometers in cold water, thereby completing his combat mission. It took the soldier 9 hours to cover such a distance! Doesn't this mean that the world of human possibilities is much greater than we imagine?!
One British fisherman proves this fact. Within 10 minutes of the shipwreck in cold water, all his comrades died due to hypothermia, but this man survived for about five hours. And after he got to the shore, he walked for another three hours barefoot. Indeed, when it comes to cold environments, human capabilities are much wider than is commonly believed. What can be said about other areas?
Feeling hungry, or How long can you live without food
There is a general consensus among experts that a person can survive without food for about two weeks. However, doctors in some countries have witnessed amazing records that help to realize the fantastic potential of the human body.
For example, one woman fasted for 119 days. During this period, she received a daily dose of vitamins to maintain the functioning of her internal organs. But such a 119-day hunger strike is not the limit of human capabilities.
In Scotland, two women registered at a clinic and began fasting in order to lose excess weight. It’s hard to believe, but one of them did not eat food for 236 days, and the second for 249 days. The second indicator has not yet been surpassed by anyone. The resources of our body are indeed very rich. But if a person can go without eating for so long, the question arises of how long he can go without drinking.
Is water life?
They say that without water a person can survive no more than 2-3 days. In fact, this indicator depends on the individual capabilities of a person, his physical activity and ambient temperature. Scientists say that under optimal circumstances, the maximum you can live without water is only 9-10 days. Is it so? Is that the limit?
In the fifties, in the city of Frunze, a man was found who had suffered a head injury and had lain without help for 20 days in a cold and deserted place. When he was found, he was not moving, and his pulse was barely palpable. However, the next day the 53-year-old man could speak freely.
And another case. A steamship sank in England at the end of World War II. shipwrecked in the Atlantic Ocean, he escaped on a boat and stayed on it for four and a half months!
Other fantastic records
People can achieve much greater results than what is considered the norm, and sometimes an incredible achievement. It's all about our brain, which on a subconscious level shows a person his limit. This mechanism undoubtedly brings benefits to our body. However, by understanding how such a system works, we can achieve much greater success in the area in which we have decided to develop.
It is impossible to list all the records that show that human capabilities are incredibly great. Such achievements have been made in sports, including in the field of strength training. There are also people who cannot breathe for a very long time. Extraordinary abilities indicate the broadest opportunities and prospects.
The fact that a person’s potential is greater than he thinks is shown by one category of people, which many, unfortunately, do not treat with due respect. These are people with disabilities. How do such individuals confirm that the human body has enormous potential?
Showing strengths
Many people with disabilities are adept at how to pursue their goals and not give up despite great obstacles. Human development in such difficult conditions not only produces results, but also strengthens character. Thus, among the disabled there are a huge number of excellent writers, poets, artists, musicians, athletes, and so on. All these talents are largely the result of heredity, but it is the character that people with certain characteristics exhibit that makes them professionals in their field.
History knows many great people who achieved success in various fields of activity, although they were sometimes considered inferior. Here's just one example. Polina Gorenshtein was a ballerina. After she fell ill with encephalitis, she became paralyzed. The woman lost her sight. Despite all the troubles that arose in connection with a serious illness, the woman began to engage in artistic modeling. As a result, her few works are still among the exhibits of the Tretyakov Gallery.
Where is the limit?
We can rightly believe that our capabilities are truly limitless, both physically and mentally. Therefore, the level of development at which a person is at a given moment in time depends solely on his desires and efforts. It is important to strive for excellence at all costs, despite the obstacles that arise.