1. Understanding of abilities. Qualitative and quantitative indicators of abilities. Types of abilities

Learning and study skills
Plan:
1. Understanding of abilities.
2. Qualitative and quantitative indicators of abilities.
3. Types of abilities.
4. Natural conditions of abilities.


Key phrases: Qualitative and quantitative characteristics of ability and ability. Ability and competence. Concepts of ability, talent, genius and their definition. Types of abilities. General ability and its manifestations: intelligence, creativity (creative ability), psychomotor abilities, sensory abilities, etc. The structure of pedagogical skills. Talent and its origin. Ability and heredity. The role of human activity in the formation of talent and ability. Formation of general and professional abilities of students. Tasks and character of skills training and career guidance.

Abilities are such psychological characteristics of a person that the efficiency and speed of acquiring knowledge, skills and qualifications depend on these characteristics, but these characteristics themselves do not apply to knowledge, skills and qualifications. Otherwise, it would be possible to make a firm conclusion about a person's abilities based on the grade given in the exam, the answer returned on the board, and the successful and unsuccessful written work. However, psychological research and pedagogical experiences show that sometimes a person who cannot do something at first and as a result is separated from other people around him, soon overtakes others in the process of education and becomes a great master of work. He has more abilities than others. Even if abilities are impossible to acquire knowledge, skills and qualifications, they do not apply to knowledge, skills and qualifications.

Abilities and knowledge, skills and qualifications are not exactly the same thing. In relation to knowledge, skills, and abilities, human abilities become invisible in the form of some OPPORTUNITY. A person's abilities are only an opportunity to acquire knowledge, skills, and abilities, just as a seed thrown on the ground is only an opportunity for a spike that can grow from this seed. Whether these knowledge, skills and abilities are acquired or not, whether the opportunity becomes a reality or not - all this depends on many conditions. The lack of musical ability in a child does not guarantee that he will become a musician. In order for a child to become a musician, he should be given special education, determination, and health
it should be good, there should be a musical instrument, sheet music and many other conditions. Without them, the ability can fade without developing.
Abilities are invisible only in ACTIVITY, and even then, they are invisible only in activities that cannot be carried out without these abilities. If a person has not yet been taught to paint, if he has not acquired any skills necessary for pictorial activity, there can be no talk about his abilities in relation to painting. In the process of special training for drawing and visual arts, it may be unclear whether the student has the ability or not.
What is the unity of ability and knowledge, skills and qualifications? The ability is not visible in the knowledge, skills and qualifications themselves, but is invisible in the DYNAMICS of their acquisition, that is, in other words, the process of mastering the knowledge, skills and qualifications necessary for this activity. It is impossible to realize how fast, deep, light and strong it is in different conditions. It is here that the differences that emerge are what abilities allow us to talk about.
Thus, abilities are an individual-psychological characteristic that is considered a condition for the successful implementation of a person's activities and becomes invisible in the differences that arise in the dynamics of acquiring knowledge, skills and qualifications.Abilities are invisible only in activity. During perception, for example, subtle differences in color rendering, clear view of objects, understanding of proportional proportions (in the work of artists), absolute hearing (in music) and hokozos are evident. Creative imagination, which is especially necessary in the work of a writer and inventor, is also of great importance for abilities. Abilities are characterized as individual-psychological characteristics, that is, they reveal qualities that distinguish one person from another. As you know, people are not equal. That is why it is necessary to characterize these differences when talking about abilities. They can be qualitatively and quantitatively characterized and different.
A qualitative view of ability characteristics is seen as a set of "variable quantities" that allow to reach the goal in different ways, as a complex complex of psychological characteristics that ensure the success of the activity.
A very different combination of abilities can be based on the same or somewhat similar achievements in performing some activity. In our eyes, these reveal an important aspect of human abilities: there are wide possibilities to replace one characteristic with another (compensation), and this must be done by the person himself. can be developed through The compensatory possibilities of human abilities, for example, are invisible in the special education of people who are deprived of sight and hearing.
The problem of QUANTITATIVE measurement of abilities has a long history in psychology. At the end of the 19th century and the beginning of the 20th century, a number of psychologists (Kettel, Termen, Spearman, etc.) demanded to determine the ability level of students under the influence of the requirements that are inextricably linked with the need to make a career choice for public specialties. .
At that time, MENTAL TALENT TESTS were used as a method of measuring abilities. With the help of mental talent tests, in a number of countries (USA, Great Britain, etc.), abilities are determined and students are selected in schools, officer service is performed in the army, management positions are selected in production, and so on.A score or sum of points for successfully solving mental aptitude tests according to their content (often taking into account the time spent) consists of a series of questions or issues to be considered. Test results are specially standardized, converted into special coefficients. These allow to determine the "intellectual quotient" (IQ).Most of the psychologists of that time argued that it makes some kind of unchangeable, all-round talent or "general intelligence" (general intelligence) invisible. Abilities are general and special. When there are general abilities, a person can successfully engage in various types of activities. Special abilities allow a person to successfully engage in some specific activity. For example, there are mathematical, technical, literary, musical, visual and other abilities.
In many cases, general abilities are considered to include intelligence, creativity of thinking, and psychomotor abilities of a person.
INTELLECT. As we have shown above, the desire to study the level of mental development of a person led to the creation of the concept and theory of "intellect". As we have shown, various tests are used to measure and evaluate intelligence. All of them are collectively known as intelligence tests. Above, we briefly touched on the nature of the test that is widely used in the assessment of intelligence. It should be noted that their formulas are used to measure children's intelligence. Another criterion for evaluating the intelligence of adults is to compare the individual result with a standard (experimentally found as a result of studying many people). Below we present one such table. It can be seen (see the table) that people with high intelligence and mental retardation make up 2%. Measuring the level of mental development is more often used for the purpose of choosing mental retardation, social neglect or profession. At present, psychological studies deny the immutability of intelligence and show that it depends on many factors (social environment, family, heredity, motivation). Therefore, the intelligence quotient cannot be used as the only indicator determining a person's fate. CREATIVITY (creative abilities). As we have shown, hiring a person based on only IQ (intelligence quotient) and evaluating his capabilities were wrong. Therefore, from the 50s, along with the study of mental development, great attention was paid to the study and measurement of a person's creative abilities. In this regard, special tests were created.
The concept of "intellect" is more consistent with the concept of convergent thinking in psychology - the search for and finding the right answer.
The concept of "creativity" corresponds more to the concept of divergent thinking. Divergent thinking is a thinking that branches out in different directions, spreads in different directions at the same time, and is aimed at creating many solution options. Because of this, divergent thinking leads to unexpected results and solutions.
When evaluating creative abilities (creativity), attention is paid to the "lightness", "adaptability and flexibility", "originality" of solving a given task.
Creativity (general creative ability) characterizes the transformation of knowledge. Creativity is related to the processes of imagination, fantasy, hypothesis (hypothesis).
Intellect consists of practical application of knowledge, solving problems based on existing knowledge (test intelligence). As a result of studying creativity in 11-12-year-old children, M. Vollach and N. Kogon divided students into four groups.
A. Children with high intelligence and high creativity. They believe in their abilities, their self-assessment is adequate. They have a high level of self-control and internal independence. They have the psychology of children, but they can behave like adults when the situation demands it. They are interested in all unusual, new things, they are very enterprising, they can adapt well to the social environment while maintaining their independence, freedom of thought and action.
B. They have high intelligence and low creativity. They strive to show themselves at school and get good grades. They experience failure hard, it can be said that they have a lot of fear of failure rather than confidence in success. They don't take risks
they do not express their opinions in front of many people. They are silent and do not agree with many (classmates). They have very few close friends. They don't like it when they are left to their own devices, they need their work, studies, and behavior to be evaluated adequately from the outside.
C. They have low intelligence and high creativity. Such students are often considered "bad". It is difficult for them to adapt to school requirements, often their interests are outside of school, where they show their creativity. They are often restless, do not trust themselves, and feel humiliated. Often, teachers rate them as inattentive and inattentive, because these children reluctantly do the same, boring work, they cannot concentrate on work. D. People with low intelligence and low creativity. They adapt well to the external environment, often have an "average" position. They are satisfied with their social status. Their self-assessment is adequate, their low ability to study subjects is compensated by their high social intelligence, cheerfulness, and passivity in studying. PSYCHOMOTOR SKILLS - the psychological and motor (movement) foundations of the implementation and management of movements and movement systems. They include: statistical power; dynamic force; strength in sudden movements; overall flexibility; dexterity; general endurance; resistance to special activities; balance. Talent is a combination of excellent abilities that require a particularly successful, independent and original performance of an activity. People who are capable of creative activity can be included in the list of talented people.
The highest level of talent is called genius. Geniuses are people who created something fundamentally new in social life, science, literature, art and similar fields. Geniuses serve as guiding stages in the development of humanity, they become historical figures.
Abilities, such as scientists, writers, constructors, etc., do not appear only when they engage in mental work. The types of activities are not divided into "higher" and "lower" types, and technical progress encourages the ordinary worker or the laborer working in the field of agriculture to engage in creativity, to become a rationalizer, to achieve high indicators in production, especially in our country in physical work. abilities will be invisible. Each person has innate ability targets, i.e. specific characteristics of the analyzers of the higher nervous activity of the brain, therefore, a certain tendency to develop a certain ability in the future depends on this. Natural anatomical-physiological ability targets form the physiological basis of abilities. A set of ability marks that later turn into abilities is called a person's talent. But these signs of natural ability cannot be the full condition of successful activity. Competence targets should be developed, which can only happen in the process of activity. Competence badges are multi-valued, and when appropriate conditions exist, different skills can be developed based on the merit badges depending on the activity. For example, one person is a composer, the second is a good performer, and the third is a good performer when there is good hearing and sense of melody a good conductor, and the fourth can be a music critic and hokozos. Some people develop abilities very early when there are favorable conditions. Usually, the talent for music and visual arts appears much earlier. For example, M.I. At the age of 3-4, Glinka was very fond of such a game: he played various sounding objects (brass, drum, pot) with wood. It was interesting to hear the harmonious sounds that surprised the adults. Later, this boy became a great composer. However, it also happens that people showed extraordinary abilities in childhood, but when they grew up, they were deprived of them. But such cases are relatively rare.
Often, improvements to the effectiveness of study may be achieved through changes to things unrelated to the study material itself, such as time-management, boosting motivation and avoiding procrastination, and in improvements to sleep and diet.
Time management in study sessions aims to ensure that activities that achieve the greatest benefit are given the greatest focus. A