23.09.2019

Types of human abilities are general and special. Characteristics of abilities. General and special abilities

The domestic theory of abilities was created by the works of many outstanding psychologists - Vygotsky, Leontiev, Rubinstein, Teplov, Ananiev, Krutetsky, Golubeva.

Teplov, defining the content of the concept ability, formulated 3 her sign, which underlie many works:

abilities are understood as individual psychological characteristics that distinguish one person from another;
they are related to the success of an Activity or many Activities;
abilities are not limited to available skills, abilities and knowledge, but can explain the ease and speed of acquiring this knowledge.

Ability- this is a psychological feature of a person and is not an innate quality, but is a product of development and formation in the process of any Activity. But they are based on congenital anatomical and physiological features - inclinations. Although abilities develop on the basis of inclinations, they are still not their function, inclinations are prerequisites for the development of abilities. Makings are treated as non-specific features nervous system and the organism as a whole, therefore, the existence of its pre-prepared inclination for each ability is denied. On the basis of different inclinations, different abilities develop, which are equally manifested in the results of Activity.

Based on the same deposits different people different abilities can be developed. Domestic psychologists talk about the inseparable connection of abilities with activity. Abilities always develop in Activity and represent an active process on the part of a person. Types of Activity in which abilities are formed are always concrete and historical.

One of the main principles of domestic psychology is a personal approach to understanding abilities. The main thesis: it is impossible to narrow the content of the concept of "ability" to the characteristics of individual mental processes.

I. The problem of abilities arises when considering a Personality as a subject of Activity. A great contribution to the understanding of the unity of abilities and qualities of the Personality was made by Ananiev, who considered the ability as an integration of the properties of the subjective level (properties of a person as a subject of Activity). In his theory the structure of human properties has 3 levels:

Individual(natural). These are sexual, constitutional and neurodynamic features, their highest manifestations are inclinations.
subjective properties characterize a person as a subject of labor, communication and knowledge and include features of attention, memory, perception, and so on. The integration of these properties are abilities.
Personal properties characterize a person as a social being and are associated primarily with social roles, social status and value structure. The highest level in the hierarchy of personality traits is represented by the character and inclinations of a person.

A unique combination of all the properties of a person forms an individuality in which the central role is played by personal properties that transform and organize individual and subjective properties.

II. Most often, the relationship between the orientation of the Personality and its abilities is considered. Interests, inclinations, needs of a person induce him to active activity, in which abilities are formed and developed. Successful completion of Activities related to developed abilities favorably affects the formation of positive motivation for activity.

III. The influence of the characterological traits of the Personality on the formation of abilities is great. Purposefulness, diligence, perseverance are necessary in order to achieve success in solving the tasks set, and hence the development of abilities. The lack of strong-willed character traits can interfere with the development and manifestation of the intended abilities. Researchers note the characterological traits inherent in gifted people - initiative, creativity, high self-esteem.

Foreign psychologists also express similar ideas about abilities. They associate them with achievements in various activities, consider them as the basis of achievements, but do not associate abilities and achievements as identical characteristics.

Capabilities- this is a concept that serves to describe, streamline the possibilities that determine the achievements of a person. Abilities are preceded by skills that are their condition for acquisition in the learning process, frequent exercises and training. Achievements in Activity depend not only on abilities, but also on motivation, mental state.

General abilities- intellectual and creative abilities, which find their manifestation in many different types Activities.

Special abilities – are defined in relation to individual special areas of Activity.

Most often, the ratio of general and special abilities is analyzed as the ratio of the general and the special in the conditions and results of the Activity.

Teplov tied general abilities with common moments in different types of Activity, and special - with special specific moments.

Kyrgyz-Russian Slavic University

Department of Psychology

Completed by: Rybalchenko.Yu.

General and special abilities.

( essay on general psychology .)

Checked:

BISHKEK

PLAN:

1. The concept of abilities.

2. Classification of abilities

Natural and natural sp.

Specific human sp.

General and special sp.

Theoretical and practical sp.

Educational and creative sp.

Socially conditioned sp.

3.General and special abilities.

4. Gifted children and features of their social adaptation.

5.Basic provisions on the topic "ability".

6. Conclusion.

1. The concept of abilities.

Abilities - a set of congenital anatomical, physiological and acquired regulatory properties that determine the mental capabilities of a person in various activities.

Each activity imposes a set of requirements on the physical, psycho-physiological and mental capabilities of a person. Ability is a measure of the correspondence of personality properties to the requirements of a particular activity.

In the structure of the personality, it is not individual abilities that are essential, but their complexes that most fully meet the requirements of broad areas of activity.

A high ability for a particular type of activity is a talent, and a set of abilities that ensure success in a certain field of activity is a giftedness. The highest level of abilities, embodied in epoch-making accomplishments, is genius (from the Latin "genius" - spirit).

Mental features of giftedness and especially genius are manifested in a highly developed intellect, non-standard thinking, in its combinatorial qualities, powerful intuition. Figuratively speaking, talent is hitting a target that no one can hit; genius - hitting a target that no one else sees.

A prerequisite for brilliant accomplishments is creative obsession, a passion for searching for a fundamentally new, highest manifestation of harmony. Gifted people are distinguished by early intensive mental development, the development of giftedness and genius is facilitated by favorable social conditions that do not constrain non-standard personality traits. The society must be the spirit of certain social expectations in order for a corresponding genius to appear.

Abilities are not limited to the knowledge, skills and abilities that an individual has. They are manifested in the speed and strength of mastering the methods of a certain activity, they act as regulatory features of the individual's mental activity.

The makings of abilities are the features of the nervous system, which determine the work of various analyzers, individual cortical zones and cerebral hemispheres. Congenital inclinations determine the rate of formation of temporary nerve connections, their stability, the ratio of the first and second signal systems.

The natural prerequisites for abilities are multi-valued - on their basis, various abilities can be formed, they are amenable to restructuring (recombination). This provides compensatory possibilities for mental regulation: the weakness of some neurophysiological components is compensated for by the strength of other components. ("1")

In modern psychology and throughout the history of its development, you can find different definitions of the concept of "Abilities":

1. Abilities are properties of the human soul, understood as a set of all kinds of psychological processes and states. This is the broadest and oldest definition

abilities.

2. Abilities are high level development of general and special knowledge, skills and abilities that ensure the successful performance of various types of activities by a person. This definition was widespread in the psychology of the XVIII-XIX centuries.

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("1") .

3. Abilities are something that does not come down to knowledge, skills and abilities, but explains (provides) their rapid acquisition, consolidation and effective use in practice. This definition is now accepted and the most common. At the same time, it is the narrowest of all three (author B.M. Teplov) (“2”)

The third definition proposed by BM Teplov seems to me to be the most complete. It can be refined using references to the works of BM Teplov. In the concept of "ability", in his opinion, there are three ideas. “Firstly, abilities are understood as individual psychological characteristics that distinguish one person from another ... Secondly, not all individual characteristics are called abilities, but only those that are related to the success of performing any activity or many activities ... Thirdly, the concept of "ability" is not limited to the knowledge, skills or abilities that a given person has already developed" ("3")
Capabilities cannot exist otherwise than in a constant process of development. An ability that does not develop, which a person ceases to use in practice, is lost over time. Only thanks to the constant exercises associated with the systematic employment of such complex species human activity like music, technical and artistic creativity, mathematics, sports, etc., we maintain and further develop the corresponding abilities.
The success of any activity does not depend on any one, but on a combination of different abilities, and this combination, which gives the same result, can be provided in various ways. In the absence of the necessary inclinations for the development of some abilities, their deficiency can be made up for by a stronger development of others.

2. CLASSIFICATION OF ABILITIES

There are quite a few classifications of human abilities. First of all, it is necessary to distinguish between natural, or natural, abilities and specific human abilities that have a socio-historical origin. Many of the natural abilities are common in man and in animals, especially higher ones, for example, in monkeys. Such elementary abilities are perception, memory, thinking, the ability for elementary communications at the level of expression. These abilities are directly related to innate inclinations, but are not identical to them, but are formed on their basis in the presence of elementary life experience through learning mechanisms such as conditioned reflex connections.
A person, in addition to biologically determined ones, has abilities that ensure his life and development in a social environment. These are general and special higher intellectual abilities based on the use of speech and logic, theoretical and practical, educational and creative, subject and interpersonal.
General abilities include those that determine the success of a person in a wide variety of activities. These include, for example, mental abilities,

subtlety and accuracy of manual movements, developed memory, perfect speech and a number of others. Special abilities determine the success of a person in specific activities, for the implementation of which the inclinations of a special kind and their

("2") R.S. Nemov. Psychology.-M., 1990.

("3") Teplov B.M. Problems of individual differences.-M., 1961.

development. Such abilities include musical, mathematical, linguistic, technical, literary, artistic and creative, sports and a number of others. The presence of general abilities in a person does not exclude the development of special ones and vice versa. Often, general and special abilities coexist, mutually complementing and enriching each other. (for more details on general special abilities, see point 3)
Theoretical and practical abilities differ in that the former predetermine a person's inclination to abstract-theoretical reflections, and the latter to concrete, practical actions. Such abilities, in contrast to general and special ones, on the contrary, are more often not combined with each other, occurring together only in gifted, versatile talented people.
Educational and creative abilities differ from each other in that the former determine the success of training and education, the assimilation of knowledge, skills, skills, the formation of personality qualities by a person, while the latter determine the creation of objects of material and spiritual culture, the production of new ideas, discoveries and inventions. , in a word - individual creativity in various fields of human activity.
The ability to communicate, interact with people, as well as subject-activity, or subject-cognitive, abilities are socially conditioned to the greatest extent. As examples of abilities of the first type, one can cite a person’s speech as a means of communication (speech in its communicative function), the ability of interpersonal perception and evaluation of people, the ability of socio-psychological adaptation to various situations, the ability to come into contact with different people, win them over, influence them, etc.
So far, in psychology, primary attention has been paid specifically to subject-activity abilities, although interpersonal abilities are no less important for the psychological development of a person, his socialization and the acquisition of the necessary forms by him. public behavior. Without the ability to speak as a means of communication, for example, without the ability to adapt to people, correctly perceive and evaluate them and their actions, interact with them and establish good relationships in various social situations, a normal life and mental development of a person would be simply impossible. The absence of such abilities in a person would be an insurmountable obstacle just on the way of his transformation from a biological being into a social one.
Both interpersonal and subject abilities complement each other. Thanks to their combination, a person gets the opportunity to develop fully and harmoniously.
The success of any activity is determined not by individual abilities, but only by their successful combination, exactly the one that is necessary for this activity. There is practically no such activity, success in which would be determined by only one ability. On the other hand, the relative weakness of any one ability does not exclude the possibility of successful performance of the activity with which it is associated, since the missing ability can be compensated by others that are part of the complex that provides this activity. For example, poor vision is partially compensated by the special development of hearing and skin sensitivity.

3.General and special abilities

The number of human abilities corresponds to the variety of activities in which people are involved. In addition to the division of abilities according to the types of activity in which they are manifested, abilities are usually divided into general and special.

One of the tasks of psychological theory is to determine the essence of abilities, the laws of their development and appearance, as well as the ways of their formation. There is a special area of differential psychology that studies the individual psychological differences of people. The problem of abilities can be considered as a special, individualizing mental phenomenon.
Special abilities are a peculiar form of manifestation of general generic human qualities in given specific social conditions. ================================================= ===================

("4") R.S. Nemov. Psychology.-M., 1990.

In the psychological literature, a number of works are devoted to special abilities. The works of B.M. Teplov about musical abilities, K.K. Platonov - about flight abilities, V.I. Kireenko about visual abilities, L.I. Umansky about organizational skills, V.A. Krutetsky about mathematical abilities. Let's consider some of them. B.M. Teplov came to the conclusion that musicality is necessary for the implementation of this type of activity, by which he understands a complex of specific abilities inherent only in musical activity. The main abilities that make up musicality, according to B.M. Teplov are: 1) musical ear in its two components - pitch and modal; 2) musical and reproductive ability (ability to auditory representation); 3) musical-rhythmic feeling.
L.I. Umansky, studying the ability to organize activities, came to the conclusion that it is possible to distinguish 18 typical qualities, personality traits that are inherent in capable organizers: 1) the ability to "charge" other people with their energy, activate them; 2) practical-psychological mind; 3) the ability to understand the psychology of people and correctly respond to it; 4) criticality; 5) psychological tact; 6) general level development; 7) initiative; 8) exactingness to other people; 9) propensity for organizational activity; 10) practicality; 11) independence; 12) observation; 13) self-control, endurance; 14) sociability; 15) persistence; 16) personal activity; 17) performance; 18) organization. The author believes that the unity of these qualities is necessary for the implementation of organizational activities.
The study of the structures of abilities for specific types of socially useful activity goes along the line of intersection of more particular abilities, the totality of which, according to the authors, constitutes the ability for a particular type of activity. ("4")

4. Gifted children and features of their social adaptation.

gifted children- children who show general or special talent (for music, drawing, technology, etc.). Giftedness is diagnosed by the rate of mental development. Before others, one can detect the artistic talent of children; in the field of science, giftedness in mathematics is most quickly manifested. There are frequent cases of discrepancies between the general mental development of the child and the severity of more special abilities. The formation of individual psychological characteristics depends on innate inclinations, environment and the nature of the activity.
Features of mental development are clearly manifested in giftedness, success.
So, one child immediately memorizes a long poem, another easily adds up five-digit numbers in his mind, the third expresses thoughts worthy of a philosopher. Parents and teachers quite often observe manifestations of early and bright abilities, a fast pace of learning, inexhaustibility in doing what they love.
Children's and school giftedness has repeatedly become the subject of discussions between scientists and teachers. At one of these discussions, A.V. Petrovsky noted that the giftedness of children has always been, but against the background of scientific and technological achievements, intellectual, artistic and physical development, the brilliance of "geeks" seemed to have faded, but vivid manifestations children's giftedness still exist. A.V. Petrovsky emphasized that, as a rule, such children easily endure the accelerated, rapid development of their abilities, and this is explained by the fact that they spend less energy on solving the problems facing them. And we must not forget about positive emotions from success, which perfectly compensates for energy costs. And what else expressed the concern of A.V. Petrovsky - supporting the manifestations of bright abilities, one should not lose sight of the formation of personality.
N. Leites, who studied gifted intellectuals more, noting that the origins of this phenomenon should be sought in the possibilities of childhood. Every normal child necessarily has periods when he makes seemingly extraordinary progress. So, N. Leites notes that all kids are very sensitive to foreign languages. Childhood is also characterized by an amazing power of imagination. Unfortunately, as they grow older, most gifted children allow themselves to catch up in development. But it happens that such an unusual life start, as it were, continues in great successes and achievements. N Leites emphasized that we must strive for each child to show himself as brightly as possible in early childhood. N. Leites noticed one important circumstance in the development of giftedness, highlighting, as it were, the boundary between non-giftedness and giftedness - the need to realize oneself. He drew attention to the fact that the motivating force of such a need distinguishes the truly gifted and talented, and that it is important to encourage it.
L. Wenger, participating in the discussion, connected a lot in the development of giftedness with the possibilities of shaping the personality of each child, and saw genetic predestination only in the pace of assimilation of skills and knowledge.
The study of giftedness has a long history and yet the terminology is not yet fully established and has several different meanings. Pointing to the giftedness of a person, they talk about hereditary prerequisites, a high level of mental development, and many other features.
Let's use the term "giftedness" in its most commonly used meaning, meaning a high level of development of abilities, any - general and special. In some children and adults, the level of ability differs significantly from the average. They are called very capable and gifted. ("5")

5. Basic provisions on the topic "ability":

Abilities are properties and qualities (individual characteristics) of a person that make him suitable for the successful implementation of any types of socially useful activity (S.L. Rubinshtein).
Teplov B.M.: 3 main signs of ability:

1. individual psychological characteristics;
2. determining the success of the performance of activities;
3. not reducible to ZUN (knowledge, skills), but also determining the speed of learning new ways and methods of activity.
Manichev S.A. .:
1. Propensity to any activity, motivation;
2. The pace of learning by any ZUN;
3. The presence of the limits of ability;
4. Non-standard results;
5. Measure of public recognition;
6. Noise immunity;
7. Level of generalization, transfer.
The mechanism of formation of abilities: generalization (mental processes of relations that are manifested in activity) + consolidation.
Empirical signs of ability:
1. The level of productive activity;
2. The speed of learning;

("5") Leites N.S. Mental abilities and age. - M., 1971

3. Individual nature of the performance of actions (originality);
4. Early manifestation of high results (not always);
5. Noise immunity, tendency to activity.
Rubinshtein S.L..: abilities develop in the process of human interaction with things and objects, products of historical development. The development of ability occurs in a spiral: the realization of an opportunity that provides an ability of one level opens up new opportunities for further development, an ability of a higher level. human abilities - internal conditions its development, which are formed in the process of human interaction with outside world.
Types of abilities: general - associated with the conditions of the leading forms of human activity (creativity, for example); special - associated with the conditions of a particular activity.
Conditions for the development of abilities:
1. It is necessary to take into account the sensitive periods of development of various functions;
2. The presence of a favorable social environment (environment that has knowledge, etc.);
3. At each moment of time, the activity should be in the zone of optimal difficulty:
- simple activity - decrease in interests;
- very difficult activity - decrease in pace, motivation.
Makings - congenital anatomical and physiological features of the nervous system, the brain, which form the natural basis for the development of abilities (Teplov B.M.).
Abilities are not reduced to inclinations, inclinations are one of the premises for the formation of abilities
Rubinstein: inclinations are prerequisites for the development of abilities, but do not determine them. The quality of abilities is determined by the level of generalization of the corresponding mental processes.
The inclinations characterize the speed of generalization (the speed with which a person generalizes).
A person's giftedness is determined by the range of opportunities that the realization of available opportunities opens up. It is determined by the quality (to what) and the scale. There is a general talent - the ability to learn - and special - a high level of special abilities (especially high - talent and genius).
Talent is the ability to achieve a higher order.
Genius is the ability to create something fundamentally new:
- originality in various areas + dominant side;
- awareness of the ability;
- inclusion of ability in character.
Giftedness indicators:
- the pace and ease of assimilation of the material;
- breadth of transfer;
- time of manifestation;
- correlation of results with conditions.
Factors affecting the development of abilities:
- initial premise - innate inclinations;
- detection time;
- development of abilities for activities in which there is interest;
- comprehensive development of interests and abilities;
- rivalry and cooperation.

6.Conclusion

From the considered material, it can be concluded that abilities are individual psychological characteristics that are formed in activity on the basis of inclinations, distinguishing one person from another, on which the success of an activity depends. Each ability that makes a person fit to perform a certain activity always includes some operations or modes of action by means of which this activity is carried out. In the development of abilities in the process of activity, the relationship between abilities and skills plays a significant role. Abilities and skills are not identical, but are interrelated.

LITERATURE:

1. Leites N.S. Mental abilities and age. - M., 1971.

2. M.I. Enikeev, O.L. Kochetkov. General, social and legal psychology.–M., 1997

3. General psychology, ed. V.V. Bogoslavsky, A.G. Kovaleva, A.A. Stepanova.-M., 1981

4. Psychology. Dictionary. Under the general editorship. A.V. Petrovsky, M.G. Yaroshevsky.-M., 1990

5. Rubinshtein S.L. General psychology. SPb., 200.

6. Teplov B.M. Problems of individual differences.-M., 1961.

7. Web site: www.azps.ru

8. R.S. Nemov. Psychology.-M., 1990.

The domestic theory of abilities was created by the works of many outstanding psychologists - Vygotsky, Leontiev, Rubinstein, Teplov, Ananiev, Krutetsky, Golubeva.

Teplov, defining the content of the concept of ability, formulated 3 of its features, which underlie many works:

1. abilities are understood as individual psychological characteristics that distinguish one person from another;
2. they are related to the success of an Activity or many Activities;
3. abilities are not limited to available skills, abilities and knowledge, but can explain the ease and speed of acquiring this knowledge.

Ability is a psychological feature of a person and is not an innate quality, but is a product of development and formation in the process of any Activity. But they are based on congenital anatomical and physiological features - inclinations. Although abilities develop on the basis of inclinations, they are still not their function, inclinations are prerequisites for the development of abilities. Inclinations are considered as non-specific features of the nervous system and the organism as a whole, therefore, the existence of its own pre-prepared inclination for each ability is denied. On the basis of different inclinations, different abilities develop, which are equally manifested in the results of Activity.

Based on the same inclinations, different people can develop different abilities. Domestic psychologists talk about the inseparable connection of abilities with activity. Abilities always develop in Activity and represent an active process on the part of a person. Types of Activity in which abilities are formed are always concrete and historical.

1. Individual (natural). These are sexual, constitutional and neurodynamic features, their highest manifestations are inclinations.
2. Subjective properties characterize a person as a subject of labor, communication and knowledge and include features of attention, memory, perception, and so on. The integration of these properties are abilities.
3. Personal properties characterize a person as a social being and are primarily associated with social roles, social status and value structure. The highest level in the hierarchy of personality traits is represented by the character and inclinations of a person.

II. Most often, the relationship between the orientation of the Personality and its abilities is considered. Interests, inclinations, needs of a person induce him to active activity, in which abilities are formed and developed. Successful performance of the Activity associated with developed abilities has a positive effect on the formation of positive motivation for the Activity.

III. The influence of the characterological traits of the Personality on the formation of abilities is great. Purposefulness, diligence, perseverance are necessary in order to achieve success in solving the tasks set, and hence the development of abilities. The lack of strong-willed character traits can interfere with the development and manifestation of the intended abilities. Researchers note the characterological traits inherent in gifted people - initiative, creativity, high self-esteem.

Abilities is a concept that serves to describe, streamline the possibilities that determine a person's achievements. Abilities are preceded by skills that are their condition for acquisition in the learning process, frequent exercises and training. Achievements in Activity depend not only on abilities, but also on motivation, mental state.

General abilities - intellectual and creative abilities that find their manifestation in many different types of Activities.

Special abilities - are determined in relation to individual special areas of Activity.

Most often, the ratio of general and special abilities is analyzed as the ratio of the general and the special in the conditions and results of the Activity.

Teplov associated general abilities with general moments in different types of activity, and special abilities with special specific moments.

Intelligence as a scientific concept and individual mental quality

Already in determining the essence of intellect, without which it is almost unthinkable to establish a method for its recognition, we encounter certain difficulties. None of the many existing definitions is so clear or so accepted as to be relied upon. For example, one of the most famous German psychologists, Professor William Stern from Hamburg, considers the essence of intelligence to be the speed of adaptation to new conditions, while the great psychiatrist Cian, professor of philosophy and psychology in Halle, sees its essence primarily in combination ability. In addition to these two most famous definitions, there are many others, none of which, however, can be considered completely satisfactory. This, however, should not be a reason to refuse, in the heavy consciousness of his impotence, from an attempt to experimentally recognize giftedness as a special intellectual quality of a person. Similarly, in the doctrine of electricity, we do not have a generally accepted and completely satisfactory definition of the essence of this phenomenon, and yet practical application we have achieved phenomenal success on the basis of theoretical hypothesis and experimental research. In the same way, in psychology, we, not having a very clear idea of the essence of intellectual giftedness, will be able to work successfully and try to determine the height and quality of a person’s mental abilities by experiment or other methods. The application of the results obtained in school and practical life will convince us of how far we have comprehended the truth, proceeding from our premises and experiments to achieve it.

Even if the absence of a clear idea should not deter us from trying to solve the problem, we must still try, before starting work, to clarify to ourselves in some way the most important features of the mental abilities of man and their difference from the intelligence of animals. As you know, there was a time when the concept of "human intelligence" was considered a tautology; so, in the time of Descartes, for example, intelligence was attributed exclusively to man, while any action of an animal was considered a simple reflex. We now have a fully developed knowledge of animal psychology and have done, especially in last years, major advances in this area. Thus, during the war, Professor Keller carried out experiments in Tenerife (Africa) on anthropoids, from which the existence of significant intellectual abilities in these anthropoid apes was discovered; at the same time, even some creative abilities of action were noticed in monkeys. According to Professor Keller, the most intellectually capable monkeys created for themselves, for example, something like a tool for picking bananas that were out of reach. He further reports that some of these animals piled boxes in one column in order to get bananas that hung from the ceiling. At the same time, the boxes were selected so that the topmost one was placed with a large edge up, because only in this case the bananas could be plucked. All this, of course, is an example of actions that indicate a certain degree of intellectual ability.

The actions of other animals are also well known, such as the Elberfeld horses or the Mannheim dog, as well as the Basso chimpanzee studied by Professor Marbe. Even if in relation to the Elberfeld horses, which performed amazing mathematical actions, which seemed incomprehensible at first, it later turned out that the mysterious actions were caused by very hidden movements of the demonstrator, which influenced the horses in this way, then some signs of intelligence should still be admitted in all these cases. We must recognize that between the mental faculties of man and animal there is Not fundamental difference, but only quantitative. Nevertheless, we can state one thing, namely: the intelligence of animals always acts in one direction - towards practical use, theoretically, the train of thought has so far been discovered only in humans. The highest form of intellect appears, apparently, only at this stage of development.

Even if in practice we limit ourselves to recognizing human intelligence, we meet a new obstacle. Let us assume that all manifestations of intellect in all degrees of its height have already been studied or can be subject to study, then even then the problem of recognizing mental abilities will take the form of a study of opportunities for intellectual development. It is therefore extremely important to clarify the question of whether intelligence is innate human quality or it can be purchased.

In resolving this question, we enter one of those areas of philosophy where the struggle of opinions almost never stopped, where, as you know, currents continuously replaced each other, and where we can meet all gradations of views, starting from the assertion that everything in a person is innate, and ending with a proposal that is acquired from the outside through training. However, there is no doubt that in this area one extreme is just as wrong as the other. How unmistakable it is that every intellect needs to be developed, it is just as certain that no, even the most thorough, training can replace the missing intellect. The result achieved by adding both factors can be compared with the diagonal of a parallelogram (which also applies to the question of a person’s success in his professional activity, where two factors play a role: natural inclinations and training), and we must imagine this diagonal as an imaginary line, and in practice the advantage will be in one case on the side of predisposition, and in the other - exercises. In principle, both forces take part in mental work.

In general, by the concept of intelligence, which in this case is a synonym for mental giftedness, we mean the highest level or higher type mental abilities. A gifted person is the same as a highly capable person. We are thus faced with a twofold opportunity to define the concept of giftedness. On the one hand, it can be assumed that the degree of mental abilities follows from the fact that individual abilities of the individual, such as memory, imagination, quick wits, stand on higher altitude than is commonly seen in humans. On the other hand, we can consider that the highest degree of giftedness is something more than the sum of individual well-developed mental abilities, namely, a completely independent mental quality of a person. In the second case, intellectual giftedness is a general increased level, or a brighter coloring of the entire intellectual life of a person, embracing all individual abilities and giving them a higher quality. Here, however, it should be emphasized that in this case we are talking only about the general character of man's spiritual life; an individual who is generally spiritually gifted can stand in relation to individual abilities and at a lesser height than a person who has some special abilities, but who is in general at the lowest level of giftedness.

In common usage, the term "intelligence" also means increased overall level intellectual abilities, which in general can be considered quite appropriate and scientific definition this psychological phenomenon. However, proceeding from the concept of an increased type of a person's mental abilities, one should find individual signs and criteria by which intellectual giftedness in the above sense could be determined.

The generally accepted opinion about intelligence is based on the presence of some undoubted signs (which follows from an integral, contradictory-free view of this mental quality and can therefore also be accepted by science), but at the same time - on other signs that are more controversial and contradictory. The least disagreement exists in relation to the opinion that considers a person who knows how to think and create judgments to be an individual with mental abilities to a high degree, that is, mentally gifted. A person who is distinguished by independent judgment, or by the originality and creative nature of his mental activity, will not without reason be considered by everyone as a gifted person. So, according to the general opinion, giftedness is, in essence, nothing more than the ability to judge, the ability to think, but especially everything that we consider independent judgment, originality, productivity of thinking, wit and thoughtfulness belongs to it.

In relation to other signs of giftedness, there are already more disagreements. If we consider the mental abilities of a person, starting from the lowest and rising upwards to the highest functions, which in turn are based on elementary functions, then first of all we will meet with doubt already regarding observation as a criterion for a certain giftedness. Even more controversial will be the opinion of memory as a sign of giftedness. Sometimes a strong memory is considered even the opposite of intellectual giftedness, and a person who has a good memory, but does not have the ability to judge, should rightfully be classified as an individual with low intelligence. The same is true of the faculty of imagination. A developed imagination can only be considered a sign of giftedness when it takes on the character of an original, lively, rich and creative fantasy. Often referred to as a sign of giftedness formal abilities of the mind, such as: speed and ease of perception, and speed and ease of judgment, although these mental qualities on their own can by no means be evidence of giftedness, and only backgammon with the above mental abilities and signs, they acquire the values of giftedness criteria.

In life, we observe two typical types of mental abilities: mental And imaginative the giftedness of the intellect, for creative imagination is also based on purely intellectual activity. But even a simple psychological analysis of these two basic types of intellect will prove to us that the mental activity of the mind, which is the highest sign of giftedness, depends in itself on other, lower mental abilities, or rather, on other mental processes. These elementary mental functions can in turn be divided into two sets of prerequisites and conditions for giftedness. Firstly, we will find premises that, by their very nature, are formal, i.e. Common to all types of activity of consciousness in which they take part. These qualities include: concentration, skill and mental alertness. Secondly, we will find material conditions of giftedness, i.e. Qualitative functions of the mind that enter into certain relationships with giftedness. This group of mental qualities includes: observation, memory and imagination.

Already from this analysis it follows that mental giftedness can only be explained by a combination of all mental functions, qualities and abilities of an individual, resulting in general form a man endowed with a strong intellect.

Our general judgment about intelligence will, however, be incomplete if we do not stop at one mental phenomenon, which is of great importance for understanding the concept of mental abilities, namely: on the relationship between intellect and will.

Here, first of all, the following question arises: can we deal with a strong intellect in a person who does not have a will? Is not mental faculties in themselves only a deposit to intellectual processes, a latent possibility that requires the cooperation of the will in order to be turned into active force and achieve development? On the other hand, is there a conscious will without a strong intellect that sets her tasks, evaluates her successes and failures, and gives her a reason to be active?

It is easy to see that without the work of the intellect, the will remains blind and becomes only more and more sighted insofar as it is guided by developed intellect. Only the combination of mental talent with a strong will creates the ground for higher mental creativity. We often see highly gifted people who do not have the opportunity to create some of their great abilities, because weakness of the will paralyzes their purely mental work. Quite often, however, there are people in life whose strong will one-sidedly exceeds all other spiritual functions; these are stormy natures who are "destined to great breakthroughs, but nothing is given to create", because they lack the guiding and regulating power of the intellect. One-sided, unadapted to life "people of science" with a strong developed intellect can influence the life of society or even the course of their own life just as little as stormy, impulsive natures who are lagging behind in their mental development, whose will is usually uselessly lost in the excessive expenditure of mental strength to achieve the simplest successes. Here, as in the relationship between natural disposition and conscious improvement of the intellect, the highest effect can be achieved by a proportionate and harmonious participation of both factors in our mental work: mental faculties and active will.

We see that the purely psychological relationship between the intellect and the will has imperceptibly passed with us into a question of an individual-psychic, even practical, property. This comes from the fact that both the intellect and the will, in addition to the psychological, have their own practical value. When we express our opinion about a certain person as a mentally gifted person, we do not only indicate certain mental processes taking place in it, whether it be, say, the processes of thinking, but at the same time we also note its individual mental abilities. This is the concept of intelligence as an individual mental quality. With this concept, we create a relationship between a given individual and his actions in science, culture and art: we consider gifted only that person who creates something significant, original, creative in these areas.

mental intelligence ability

The domestic theory of abilities was created by the works of many outstanding psychologists - Vygotsky, Leontiev, Rubinstein, Teplov, Ananiev, Krutetsky, Golubeva.

Teplov, defining the content of the concept ability, formulated 3 her sign, which underlie many works:

abilities are understood as individual psychological characteristics that distinguish one person from another;
they are related to the success of an Activity or many Activities;
abilities are not limited to available skills, abilities and knowledge, but can explain the ease and speed of acquiring this knowledge.

Ability- this is a psychological feature of a person and is not an innate quality, but is a product of development and formation in the process of any Activity. But they are based on congenital anatomical and physiological features - inclinations. Although abilities develop on the basis of inclinations, they are still not their function, inclinations are prerequisites for the development of abilities. Inclinations are considered as non-specific features of the nervous system and the organism as a whole, therefore, the existence of its own pre-prepared inclination for each ability is denied. On the basis of different inclinations, different abilities develop, which are equally manifested in the results of Activity.

Types of Activity in which abilities are formed are always concrete and historical.

Individual(natural). These are sexual, constitutional and neurodynamic features, their highest manifestations are inclinations.
subjective properties characterize a person as a subject of labor, communication and knowledge and include features of attention, memory, perception, and so on. The integration of these properties are abilities.
Personal properties characterize a person as a social being and are associated primarily with social roles, social status and the structure of values. The highest level in the hierarchy of personality traits is represented by the character and inclinations of a person.

II. Most often, the relationship between the orientation of the Personality and its abilities is considered. Interests, inclinations, needs of a person induce him to active activity, in which abilities are formed and developed. Successful performance of the Activity associated with developed abilities has a positive effect on the formation of positive motivation for the Activity.

General abilities- intellectual and creative abilities, which find their manifestation in many different types of Activities.

Special abilities- are determined in relation to individual special areas of Activity.

Most often, the ratio of general and special abilities is analyzed as the ratio of the general and the special in the conditions and results of the Activity.

Teplov associated general abilities with general moments in different types of activity, and special abilities with special specific moments.

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Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Vladimir State University

named after A.G. and N.G. Stoletovs"

Department of PL and SP

by discipline

"Psychology"

"General and Special Abilities"

Performed:

Bagrova Yulia Yurievna, student of EC-112

Checked:

Velikova Svetlana Anatolyevna, KPSN, Associate Professor

Vladimir, 2013

Introduction

Conclusion

Literature

Introduction

Meeting different people in life, watching them at work, comparing their achievements, comparing the rates of their spiritual growth, we are constantly convinced that people differ markedly from each other in their abilities.

In this regard, I have long been concerned about several questions. For example: why do such differences occur? What are they related to? Is it possible to somehow change the current situation?

In order to find answers to my thoughts, I decided to choose the topic of the essay “General and special abilities”.

In the process of work, I will first find definitions for the very term “ability”, and then I will consider and try to analyze types and types.

I consider this question very instructive, and also, undoubtedly, useful, since it still does not lose its relevance.

Chapter 1. Definition of abilities. Inclinations and inclinations

The level of development of abilities determines the level of success of the individual. Ability is an individual psychological characteristic that expresses readiness to master certain types of activity.

Each activity imposes a set of requirements on the physical, psycho-physiological and mental capabilities of a person. Abilities are a measure of the conformity of personality traits to the requirements of a particular activity.

The very word "ability" has a very wide application in a wide variety of areas of practice. Usually, abilities are understood as such individual characteristics that are the conditions for the successful implementation of any one or more activities.

The well-known domestic scientist B. M. Teplov identified the following three main features of the concept of "ability":

1) abilities are understood as individual psychological characteristics that distinguish one person from another; no one will talk about abilities where we are talking about properties in respect of which all people are equal;

2) abilities are not called any individual characteristics in general, but only those that are related to the success of the performance of any activity or many activities;

3) the concept of "ability" is not limited to the knowledge, skills or abilities that have already been developed by a given person;

An important characteristic of abilities is the dynamics of acquiring knowledge, skills and abilities.

In science, attempts are known to classify abilities. Most of these classifications distinguish, first of all, natural, or natural, abilities (basically biologically determined) and specifically human abilities that have a socio-historical origin.

Under the natural abilities understand those that are common to humans and animals, especially higher ones. For example, such elementary abilities are perception, memory, the ability for elementary communication. These abilities are directly related to innate inclinations. Inclinations are qualities due to which a person's abilities can be successfully formed and developed. Without appropriate inclinations, good abilities are impossible, but inclinations are not always a guarantee that a person will definitely have good abilities. People differ from each other in their inclinations, and this explains why, under equal conditions of training and upbringing, the abilities of some people develop faster, and ultimately reach a higher level than others. The inclinations are given to a person from birth or arise due to the natural development of the body. Abilities are acquired through learning. A person's abilities are formed on the basis of inclinations. This happens in the presence of elementary life experience, through the mechanisms of learning, etc. In the process of human development, the biological abilities given to him contribute to the formation of a number of other, specifically human abilities. Inclinations are manifested in inclinations to certain kind activities (special abilities) or in increased curiosity about everything (general ability).

Tendencies are the first and earliest sign of a nascent ability. The propensity is manifested in the desire, attraction of a child or an adult to a certain activity (drawing, playing music).

The system of abilities and inclinations can be represented as follows:

Rice. 1. The system of abilities and inclinations

Chapter 2. General and special abilities, their types

Abilities are usually divided into general and special. General abilities are necessary for all activities. It is customary to refer to these abilities those that determine the success of a person in a variety of activities. For example, this category includes mental abilities, subtlety and accuracy of hand movements, memory, speech, and a number of others, i.e. General abilities are abilities that are common to most people. They are divided into:

1) elementary - the ability to mentally reflect reality, the elementary level of development of perception, memory, thinking, imagination, will;

2) complex - learning abilities, observation, general level of intellectual development, etc.

Without an appropriate level of development of elementary and complex abilities, a person cannot be included in any of the activities.

People with general abilities easily move from one activity to another.

By special abilities are meant those that determine the success of a person in specific activities, for the implementation of which the makings of a special kind and their development are necessary. Such abilities include musical, mathematical, linguistic, technical, literary, artistic and creative, sports, etc. It should be noted that the presence of general abilities in a person does not exclude the development of special abilities, and vice versa.

A person's abilities are always really given in a certain unity of general and special (special and individual) properties. You can not outwardly oppose them to each other. There is both difference and unity between them. Most researchers of the problem of abilities agree that general and special abilities do not conflict, but coexist, mutually complementing and enriching each other. Partial properties that, arising in a certain combination, are included in the structure of abilities, include:

a) attentiveness, the ability to continuously and steadily focus on the task, the object of activity. The more difficult the task, the more concentration it requires;

b) sensitivity to external impressions, observation.

So, in the ability to draw important role plays sensitivity to colors, light relations, shades, the ability to cover and convey proportions.

Among the general abilities of a person, it is necessary to include the abilities manifested in communication, interaction with people. These abilities are socially determined. They are formed in a person in the process of his life in society. Without this group of abilities, it is almost impossible for a person to live among his own kind. Thus, without mastery of speech as a means of communication, without the ability to adapt in a society of people, interact with them and establish good relationships in various social situations, a normal life and mental development of a person are impossible.

Abilities are also usually divided into:

Theoretical, which predetermine a person's tendency to abstract-theoretical reflections;

Practical - a tendency to specific practical actions.

Unlike general and special abilities, theoretical and practical abilities most often do not combine with each other. Most people have either one or the other type of ability. Together they are extremely rare, mainly among gifted, diversified people.

Educational - determine the success of training, the assimilation of knowledge, skills and abilities by a person;

Creativity - determine the possibility of discoveries and inventions, the creation of new objects of material and spiritual culture, etc.

If we try to determine which abilities from a given group are more important for humanity, then in the case of recognizing the priority of some over others, we are most likely to make a mistake. Of course, if humanity were deprived of the opportunity to create, then it would hardly be able to develop. But if people did not have learning abilities, then the development of mankind would also be impossible. Development is possible only when people are able to assimilate the entire amount of knowledge accumulated by previous generations. Therefore, some authors believe that learning abilities are, first of all, general abilities, and creative ones are special ones that determine the success of creativity.

There are two levels of ability development:

1) reproductive - the ability to act according to the model;

2) creative - the ability to create something new.

A person who is at the first level of development of abilities reveals a high ability to master a skill, acquire knowledge, master an activity and carry it out according to the proposed model, in accordance with the proposed idea. At the second level of development of abilities, a person creates a new, original.

Reproductive and creative abilities are interconnected. Creative abilities do not reach a high level without a certain level of development of reproductive abilities, and in reproductive abilities there is always an element of creativity.

In the process of mastering knowledge and skills, in the process of activity, a person "transfers" from one level to another. Accordingly, the structure of his abilities also changes. As you know, even very gifted people began with imitation, and then, only as they gained experience, they showed creativity.

Chapter 3 Ability Development Levels

Both general and special abilities are inextricably linked with each other. Only the unity of general and special abilities reflects the true nature of a person's abilities.

Special abilities have developed in the course of the development of human society and human culture. “All the special abilities of a person are, after all, various manifestations, aspects of his general ability to master the achievements of human culture and its further advancement,” noted S.L. Rubinstein. “A person’s abilities are manifestations, aspects of his ability to learn and work.”

The development of special abilities is a complex and lengthy process. Different special abilities are characterized by different time of their revealing. Earlier than others, talents in the field of arts, and above all in music, are manifested. It has been established that at the age of up to 5 years, the development of musical abilities occurs most favorably, since it is at this time that a child’s ear for music and musical memory are formed. Examples of early musical talent are V.A. Mozart, who discovered extraordinary abilities already at the age of 3, F.J. Haydn - at 4 years old, Ya.L.F. Mendelson - at the age of 5, S.S. Prokofiev - at the age of 8. Somewhat later, abilities for painting and sculpture are manifested: S. Raphael - at 8 years old, B. Michelangelo - at 13 years old, A. Dürer - at 15 years old.

Technical abilities are revealed, as a rule, later than abilities in the field of arts. This is explained by the fact that technical activity, technical invention require a very high development of higher mental functions, primarily thinking, which is formed at a later age - adolescence. However, the famous Pascal made a technical invention at the age of 9, but this is one of the rare exceptions. At the same time, elementary technical abilities can be manifested in children as early as 9-11 years old.

In the field of scientific creativity, abilities are revealed much later than in other areas of activity, as a rule, after 20 years. At the same time, mathematical abilities are detected earlier than others.

It must be remembered that any creative abilities in themselves do not turn into creative accomplishments. In order to get a result, you need knowledge and experience, work and patience, will and desire, you need a powerful motivational basis for creativity.

In psychology, the following classification of levels of development of abilities is most often found: ability, giftedness, talent, genius.

All abilities in the process of their development go through a series of stages, and in order for some ability to rise in its development to a higher level, it is necessary that it was already sufficiently formed at the previous level.

Abilities are individual. This means that each person has his own abilities, which differ in quality and level of development from the abilities of other people. Qualitative differences in the abilities of people are manifested in the fact that one person shows abilities in technology, another in agriculture, a third in music, and a fourth in pedagogical activity. There are also people who show abilities in various activities. The totality of general and special abilities inherent in a particular person determines giftedness. Giftedness is a significant advance in mental development compared to age norms or an exceptional development of special abilities (musical, artistic, etc.).

Giftedness determines the particularly successful activity of a person in a certain area and distinguishes him from other people who study this activity or perform it on the same conditions.

High degree giftedness, realized by a person in a certain area, is called talent. Talent is expressed in an extremely high level of development of qualities and in a special originality of manifestations of individual personality traits. A talented person can solve complex theoretical and practical tasks to create value that is innovative and progressive.

Genius is the highest level of development of abilities, expressed in the results achieved simultaneously in a number of areas of activity. Genius presupposes the ability to create something fundamentally new, to pave new paths in various types of human activity. Creation brilliant man has for society a historical and necessarily positive value. The difference between genius and talent is not so much in the degree of giftedness, but in the fact that a genius creates an era in his activity. The scientist M.V. was a genius. Lomonosov, poet A.S. Pushkin, physiologist I.P. Pavlov, chemist D.I. Mendeleev and others.

The most favorable conditions for the formation of talent and genius arise when comprehensive development personality.

Conclusion

ability mastery talent genius

So, abilities are individual psychological characteristics of a person, which are a condition for the successful implementation of one or another productive activity. Abilities are revealed in the process of mastering the activity, in the extent to which, other things being equal, the individual quickly and thoroughly, easily and firmly masters the methods of organizing and implementing it.

It is assumed that the formation of abilities occurs on the basis of inclinations. The study of the specific psychological characteristics of various abilities makes it possible to single out the general qualities of an individual that meet the requirements of not one, but many types of activity and special qualities that meet a narrower range of requirements for this activity.

Literature

1. Gamezo M.V. , Gerasimova V.S., Mashurtseva D.A., Orlova L.M. General psychology: Teaching aid/ Under the total. ed. M.V. Gamezo. - M.: Os - 89, 2007. - 352 p. - ISBN 5-98534-569-6 (pp. 181-189)

2. Maklakov A.G. General psychology. - St. Petersburg: Peter, 2001. - 592 p.: ill. -- (New Age Textbook Series) ISBN 5-272-00062-5 (pp. 535 - 548)

3. Rubinstein S.L. Fundamentals of General Psychology. - M., 1946. - S.643. (The article “The development of the special abilities of each person is nothing but an expression of the individual path of his development.”)

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Types of human abilities are general and special. Characteristics of abilities. General and special abilities

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