К.ф.н. Шингарева М.Ю., магистрант Айтенов Ф.В.
Региональный социально-инновационный
университет, Казахстан
The Psychological
Aspect of the Concept “Intelligence”
Psychological
studies of intelligence produce significant publicity. Intelligence in the modern
world, according to many scientists and psychologists (H. Eysenck, E. Burt, D.
Wexler, F. Vernon, J. Piaget, Stern), becoming the most important basis of a
progressive development of society. The judgment value about the intelligence
of a man, depending on a situation or a person, can have serious social
consequences, not only in relationships, but also in the professional
activities. However the intellectual inconsistency can be measured as a
psychological underdevelopment and a pathological development of intelligence.
There is a number
of fundamentally different
interpretations of the concept of
intelligence. In
most general terms in psychology for
intelligence (from Lat. intellectus - understanding,
awareness, knowledge) the concept is understood as “a relatively
stable structure of intelligence of an individual”.
What is meant is "the
ability of a learning process
and to effectively address the
problems, particularly
when learning new
number of life problems"
These aspects are
specified in a number of
psychological concepts,
in which
the intellect is
identified with the
mental operations, with style and coping
strategies, the
effectiveness of
an individual approach to
a situation that
requires a cognitive activity
with cognitive
style, etc. The designed
structure-genomic, factor-analytical
and pragmatic approaches
have been most complete means in
the analysis of
intelligence.
In the structural-genetic
approach of J. Piaget (1969)
intelligence was explained as
a supreme way
to balance the
subject with
the environment, characterized by its versatility.
In "Psychology
of Intelligence"
Piaget creates
the basic principles
of his approach:
1.
Intelligence is defined in the
context of the behavioral analysis, i.e. the special exchange (interaction)
between the external world and subject. Under the given approach the behavior
covers two interrelated aspects - affective (an energy characteristic behavior)
and cognitive (is its structural properties). Here is the intelligence is a
form of cognitive aspects of behavior, whose function is structuring relations
between the environment and the individual.
2.
Intelligence, like all the
other biological processes, has an adaptive nature. Adaptation is to be
understood as a balance between the assimilation (or assimilation of the
material behavior of the existing schemes) and accommodation (or adaptation of
these schemes for a particular situation). The most important point in
understanding the nature of intelligence is the assertion of specific
functional nature of adaptation in the intellectual sphere.
3.
Knowledge,
which is carried out by intelligence,
is not a
static copy of the
reality. The process is learning the
object then
acting on it, then dynamically
reproducing the
object, which is why the essence
of intelligence is in the activity
of its nature.
4.
Intellectual activity is
derived from material actions of the subject. Its elements are coordinated with
each other, forming reversible, stable, yet movable coherent structure.
5.
Other cognitive functions
are also characterized by
formational structure.
This raises the
problem of genetic
relationship of intelligence and other cognitive
functions (eg, perception) that are solved
as follows. "Intelligence
continues and
completes the set of adaptive
processes": if it is the case of the
organic adaptation
"Provides a
moment, realized in
a given place, and therefore
with a very limited balance
", the simplest
cognitive function (perception, memory,
skill, etc.) " is still
in the
balance space and time"
but only intelligence gravitates
to the total balance,
striving to assimilate the
totality of reality and
to accommodate
an action to which
it is exempt from the
initial submission
of the concepts of 'here'
and 'now' [1,
1969: 62-69].
From the aspects
above, it leads to
the basic principle of
the psychology of
intelligence in accordance with J.
Piaget - the principle
of genetic deduction of
intellectual operations.
In the factor-analytical approach, the stable
factors of
intellectual abilities
are complemented expanded upon
the structural-genetic approach,
based on a set of
test parameters.
The founder of this approach, and an acknowledged
master of intelligence tests is H. Aizenk (1992, 1999), who developed a highly
sought after in the modern world “IQ” - Intellectual Quotient (IQ). The main
thing to Aizenk’s test is their model character. In each test, which consists
of tasks on verbal, textual and digital materials, can be found an analogy,
similarity single work operation, and generally attributed to test any kind of
real activity. The test data are used extensively in many countries in the
field of education, in industry, in the military, in clinical psychology at the
complex survey sampling and determination of professional orientation.
The main characteristic of
the fundamental basis
of intelligence and intellectual
differences between
people, H.
Aizenk believed, is the
flow speed of
mental processes.
In this case, IQ
is considered the
absolute and relative
terms. Under
the absolute
point of
view in this case is meant
the ability of one person
compared with
the abilities of the
rest of the adult
population. By
the relative is understood the
comparison of the ability of a
person with
the abilities of people
of the same age.
In addition, the intelligence
tests have shown that
IQ is
not a pure measure of the
speed of
mental processes, if not complied
with the conditions under which
it could become such
a measure.
It was found that the
personality traits play
an important role in
the purely intellectual
functions. The speed
of mental processes usually
accumulates such
personal qualities as
perseverance, diligence and
intelligence.
An important finding of
a factor-analytical approach
is the proposition that
general intelligence is
a universal psychic
ability, in the basis
which may lie the genetically
determined property of the
nervous system
to the process information
at a certain speed and
accuracy [2]. In
particular, in
psychogenetic studies
it has been shown that
the proportion of
genetic factors, calculated from the
results of the variance
of intelligence tests
is sufficiently high,
with the rate being from 0.5
to 0.8.
Thus the most genetically
dependent is
verbal intelligence.
In modern Western psychology
there is a
widespread understanding
of intelligence as biopsychic
adaptation to the
circumstances of life
(Stern 1997,
Piaget, 1969).
At the beginning of XX
century, the French psychologists
A. Wiener
and T. Simon
offered a
way to determine
the degree of intellectual
talents through
specific tests. The
beginning to date, their work was
a widespread pragmatist
interpretation of intelligence as
the ability to
effectively integrate
into the socio-cultural
life and to
adapt successfully.
Obviously, there is now an attention of psychologists
to the practical side of intelligence. It is no an accident of work in the
field of psychology faculties that specialize the place of the study of social
intelligence and its related constructs that have emerged recently: the
emotional intelligence (John D. Mayer, R. Salov, D. Goleman), practical
intelligence (R. Stenberg) which is opposed to the theoretical (in other terms
- academic). In this approach, the amount of intelligence is treated as an
individual social knowledge realized in behavior and mediated cognitive
processes (perception, memory, thinking, etc.) [3: 5].
The
social intelligence is explored in psychometric and
cognitive areas that efficiently complement each other. A behavioral aspect is
considered in the psychometric tradition of social intelligence. In the
tradition of cognitive processes the central focus is behind the social
intelligence as the ability, and their experimental study. S. Belova (2004)
gives the results that are highly relevant to the present study data from
experiments and contributed to the definition of verbal and non-verbal
components in the structure of social intelligence. The author makes an
important conclusion that a person has nonverbal standards (i.e.
"categories", "prototype"), which are used in the social
world, in particular the ability to recognize the intellectual abilities of
others. Thus, assessing the intellectual ability of children 8-9 years old,
adult subjects have formulated a criteria for the behavior, distinguishing
between "smart" and "stupid." In first place is such a
test, as "culture, good manners, politeness," below (in descending
order) - "concentration", "duration reflection",
"meticulousness in examining objects."
In other words, the external characteristics that in the
best way predict the objective intelligence of the child, being his/her social
maturity in terms of the ability to communicate with adults, the use of the
elements of etiquette, meeting the notions of politeness. Other criteria (e.g.:
"focus" or "duration thought"), in our view are important
for people of any age. These experimental data are very different from the
results of the determination of intellectual abilities on IQ: in this case, the
rate of occurrence of mental processes is not taken into account. the statement
on this subject, of I.A. Pavlov,
"The first quality of mind, which I found
is extremely focused thoughts <...> This is the power of
concentration and mobility, running thought is weak" [4: 27].
Thus, the fragmentation
of intelligence on many
components can be
an obstacle to understanding
its integrity. Obviously,
the substantive definition
of the characteristics
of intelligence and its tools
to measure depends on the specific
goals of
the researcher and the
nature of the socially
important spheres of
activity of
the individual (the
study, production, policy, etc.).
The most important
conclusion is that
in psychology, there
are two opposite forms
of intelligence - theoretical
(academic) and practical (social).
As noted above, the most
attention in the modern
psychological research
is given a
comprehensive study of social
intelligence, an
action-oriented and
related to the
individual decision
of vital tasks.
Important is the fact
that the structure of
social intelligence standing
out as a verbal
component, which lends
itself to a comprehensive
experimental study.
Bibliography
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Белова С.С.
Вербализованный и невербализованный компоненты
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