J. Gilford took his cube-shaped model of the structure of intelligence and the revealed differences between convergent and divergent minds as a basis for the creation of the concept of creativity as a universal cognitive creativeness. The most divergent thoughts are tied to creative ideas.
In his remaining work, Gilford sees six parameters of creativity: 1) creativity before identifying and posing problems; 2) building up to the generation of a large number of ideas; 3) the ability to produce diverse ideas (flexibility); 4) the ability to adapt to different types in a non-standard way (originality); 5) the ability to refine the object, adding details; 6) the validity of the problem (the validity of the analysis and synthesis).
J. Gilford and his successor E.P. Torrance, the main ideologists of the “psychometric” approach to the development of creativity, then. the test of creativity was fragmented by them; The procedure for tracking creativity is similar to the procedure for testing intelligence.
Concept by M. Wollach and N. Kogan
M. Wallach and M. Kogan respect that in order to obtain reliable data on creativity, it is necessary to radically change the investigation procedure. The smells are determined against strict time limits, an atmosphere of arrogance and a single criterion of “the right kind”, otherwise all tests of creativity are essentially IQ diagnostic tests.
Bagato Doslizhen showed, in the virtuns of motivation, the zmagan is motivated, and such a motivation of social systems of the creative health of the specialty, in the centrality of the block of self -active. Physicians, M. Wallach and N. Kogan conducted tests on children and children in a variety of ways, in which the confusion between the participants was reduced to a minimum, and the experimenter accepted a confirmation of what was tested.
Very often high level Creativity is due to the weak adherence of people to social isolation. M. Wallach and M. Kogan, considering the vital connections between creativity and intelligence, tried to verify this. They revealed that there were several groups of children who were divided into ways of adapting to new minds and the most common problems in life.
The most adaptive are children with high levels of intelligence and creativity, followed by children with high levels of intelligence and low creativity. The least socially adaptive children are those with high creativity and low intelligence. Children with low levels of both intelligence and creativity demonstrate good adaptation (recognizably).
"Theory of Investment" by R. Sternberg
The theory, proposed by R. Sternberg and D. Lavert, is one of the most popular ones. The authors give their contribution creative people. Vin knows how to deal with unknown and little popular ideas; The mainstay of the middle class, unreasonable and hostile, relies on old ideas and “sells them at a high price.” Golovne - to correctly assess the potential for the development of seed ideas and possible drinks. Creativity conveys, in Sternberg’s view, a commitment to reason, a willingness to cope with problems, internal motivation, tolerance to the point of insignificance, a willingness to stand up to the Duma of others. As a general official, I will show creativity and a creative middle ground.
Pidkhid V.M. Druzhinina and N.V. Khazratova
Often, with researched creativity, the authors of various concepts are not grounded in replacing the concept: creativity is associated with non-standardism, non-standardism with originality, and originality, in its own way, with originality something that is rarely found in this selection of the last. The food is running out: what will remain creative again? For positive evidence, we have the right to bring to the manifestations of creativity whether it is a deviation (deviation): from the accentuation of character to autistic mentality.
The main idea is that the criterion of creativity may become obvious Svidomosti, how to feel alienated. The meaning criterion, in addition to frequency, allows us to distinguish between productive (creative) and unproductive (deviant) manifestations of human activity. V.M. Druzhinin emphasizes that “meaningful criteria allow, when tested, to separate the behavioral manifestations of the individual when tested on creating(stereotypical), original(creative) and uninterpreted(deviant)." The original types of people are given by seeing some powers of objects and seeing other powers. Seeing non-obvious, familiar signs changes the semantic hierarchy of their existing meaning, and the object comes into a new light, which gives rise to the effect of inconsistency and originality. Prote original are those associations that need to be removed from obvious signs. Thus, the original types occupy an intermediate position between the creative (stereotypical) and unreasonable types. The most original types are a sign of creativity, according to V.M. Druzhinina, current tests of creativity often allow us to identify creatives, but do not allow us to accurately identify non-creatives. The reason for this lies in the fact that creativity is spontaneous and not subject to external or internal regulation.
Learning ability (extraordinary abilities until acquired knowledge)
Navchanist– This is a great cognitive quality, as manifested in the speed and ease of acquiring new knowledge and skills, as the mastery of initial material and the completion of initial activities..
The remaining hours on the basis of the series experimental research There was an assumption hanging over the fact that there is no primacy as there is no possibility, and there is primacy as a system of special abilities. There is a hypothesis about richness, then. two types of learning. The first one is called an “implicit” learning, the other one is called an “explicit” one.
Implicit beginning represents the development to elementary forms of learning and memorization. It persists in patients with distant parts of the brain measles and manifests itself in the fact that people, in an experiment, paint the verse of songs, but they themselves cannot describe what happened . Implicit awareness of creativity is determined by the dominance of unconscious mental activity.
Explicit beginning manifests itself in beginners, sometimes after the first “lesson”. She allows us to recognize unknown things. Explicit respect, like intelligence, is associated with the dominance of knowledge over the unknown in the process of regulation. It’s common practice to call her “Svidomoya”.
Skill, creativity, intelligence
The complexity of the educational system as a result of its flexibility lies in the fact that success begins to be influenced by many factors, and not just superficial intelligence, but primarily attitudes, interests, motivation and many other mental factors. authorities speciality. It is not for nothing that from some scientific and popular science books the application of the same thing can be transferred, as the study that started badly in school, then reaches the heights of the scientific “Olympus”: becoming a Doctor of Science or Nobel laureate. In fact, the low-performing class loses their academics due to the high level of pink development. The reason is the lack of motivation before the day. However, people with below average intelligence are by no means among the students who are good at learning. This relationship is similar to the connection between intelligence and creativity presented in the model E.P. Torrance. Because the model of intelligence is the basis of creativity, a person with low intelligence will not be a creative person, although an intellectual may not be a creative person.
Rivni zdіbnosti
Date/not date
The idea that “people’s skin is capable of everything” has been widely regarded as incorrect. In connection with this, nutrition is destroyed: that is unproductiveness. Unknown – (poganі zdіbnostі) – tse Such a structure of particularity, which is unsuitable for the development of a new type of activity, is developed and thoroughly developed by it. Unrecognizability is a stage of unrecognizability of individuals who are able to perform singing activities. Vikonanna any activity in the absence of data before it screams as the appearance of persistent pardon actions, and a feeling of dissatisfaction. The absence of a full form of activity is significantly complex, and there is a lack of possibility. K.K. Platonov meaning it as a negative construct. This is the same structure of particularity, which is negative for this activity of rice. The lack of realism, like the specialness, is the hidden quality of specialness, or rather, the same kindness as the value, but with a “negative” sign.
Talent
The highest level of manifestation of talent is called talent. Talent – This is the totality of possibilities that allows people to select a product of activity that is characterized by novelty, high thoroughness and significant significance. As well as richness, talent comes at the same time feasibility in the presence of high mastery and significant success in creativity. Talent is the acquisition of talent. Okrema creativity, isolated from others, cannot be identified as talent, since it has reached even a high level of development and is clearly expressed.
Structure for talent lie down, in advance, depending on the character of the person who represents the special features of his other activities (political, artistic, artistic, scientific, etc.). And the hidden structural elements of talent, revealed through psychological research conducted on highly gifted children. Persha group features are associated with control and efficiency. Talented people have a strong sense of respect, self-discipline, and constant readiness to work. Another group of peculiarities manifests itself in the ability to practice, but also in the untrained need to work. Third group is directly related to intellectual activity - the particularity of the mind, the fluidity of mental processes, the systematicity of the mind, the ability to analyze and organize, the high productivity of mental activity flatness. In addition, talented people are characterized by the need to engage in a different type of activity, most often due to a passion for performing well. The appreciation of private values among talented people is especially, and not less characteristic of, them.
Genius
Genius – the highest level of manifestation of creativity. It appears in creativity, which may have historical significance for marriage.
If we rely on the interpretation of creativity as a larger process of the unknown, genius is a person who creates as a result of unknown activity. It is possible to experience the widest range of conditions due to the fact that it goes beyond the control of the rational principle and self-regulation. Well, it is important to create genius through the activity of an unknown creative subject. “Talent to create rationally, on the basis of a well-thought-out plan. Genius is more important than creativity, talent is important because of intelligence, and there are other great qualities in both.” Another sign that distinguishes genius from talent is the universality, greater originality and triviality of the creative period of life.
In contrast to the “simply creative”, a brilliant person is subject to even greater activity of the unknown. In connection with this, the wine is sensitive to emotional states. Which of them is the legacy, and which the cause has not yet been established, but the relationship between creativity and neuroticism has been identified.
V.M. Druzhinin proposes the “formula of genius”:
Genius = (high intelligence + even higher creativity and mental activity
Genius creates new era your galusa knows. Characteristic for him:
· Highly creative productivity;
· surrounded by the cultural decline of the past with the decisive decline of outdated norms and tradition;
· Activities that contribute to the progressive development of marriage.
Power supply for self-verification
1. What problems of scientific psychology of developments were laid down by F. Galton’s robots?
2. Who of these psychologists propagated one of the first models of intelligence: C. Spearman, J. Gilford and G. Eysenck?
3. What is the difference between a rich and a worthless person?
4. What criteria can be used to evaluate intelligence?
5. How can creativity be measured?
6. Why is it important to keep track of your progress?
a) basic:
1. Bleikher L.F., Burlachuk V.M. Psychological diagnostics of special intelligence. - Kiev: Vishcha School, 1978.
2. Druzhinin V.M.. Psychology of hidden possibilities: Ed. 2-ge, rose ta add. - St. Petersburg: Peter, 2000. - 368 p.
3. Teplov B.M. Excellence and talent // Teplov B.M.. Vibranі praci: U 2 vol. T. 1. - M.: Pedagogy, 1985. - P. 15-41.
b) Dodatkova:
1. Ananyev B.G. Lyudina as a woman // Ananyev B.G. Vibrations of psychological practices: In 2 volumes. T. 1. - M.: Pedagogy, 1980. - P. 17-178.
2. Anastasi A. Psychological testing: In 2 books. - M.: Pedagogy, 1983.
3. Wenger L.A. Pedagogy of specialties. - M.: Pedagogy, 1973. - 96 p.
4. Platonov K.K. The problem of property. - M.: Nauka, 1972.
5. Rubinshtein S.L. Fundamentals of spiritual psychology. - M.: Pedagogy, 1989.
6. Intelligence and Intelligence Testing // Psychology today: an introduction / R. Bootzin…. - 7th ed., 1999. - P. 309-339.
CHAPTER 21. BEGINNING AND CHENNYA
The American explorer J. Gilford expanded on the concept of the structure of intelligence. This model formed the basis for many psychological and pedagogical concepts of diagnostics, forecasting and development of talents in foreign psychological theory and practice. They are considered as one of the most popular among all ears when it comes to proposing models of intelligence. Naturally, she is one of those who are criticized the most.
This model proposes, according to the author’s passionate assertions, about 120 “ways to be reasonable”, which in its own way is a miraculous basis for developing programs for diagnosing the mental state, and concretizing those that promote direct development. This model is widely used as a basis in a number of American schools and kindergartens, especially for gifted children. The power of this model is that it is complex in nature, to describe different types cognitive abilities, allows pedagogical practitioners to use highly diverse methods that go far beyond the scope of basic initial programs, stimulating the initial process.
Educators who work with gifted children have developed a toolkit of theoretical and practical techniques to create valuable lessons, stimulate cognitive activity and independent listening activity.
J. Gilford knows a number of fundamental bases for numerical real manifestations (factors) of intelligence and on this basis classifies them, seeing three fundamental ways of connecting intellectual factors to the first block (“operations” ") - a vision of the main types of intellectual processes and logical operations. This trip allows us to unite five great groups of intellectual abilities:
knowledge - understanding and comprehension of the material that is presented;
memory – storing and creating information;
convergent thinking - more logical, consistent, unidirectional thinking, manifested in tasks, leading to a single correct conclusion;
divergent thinking - alternatively, which comes from logic, manifests itself in tasks that allow for the absence of the correct types of evidence;
assessment - a judgment about the correctness of a given situation.
Another way of classifying intellectual factors, according to J. Gilford, is based on the type of material either included to a new place, which can be represented like this: figuratively; symbolic; more semantic; Povedinkova.
The collected information may look like any of the final products: units, classes, systems, notes, transformations and implications.
These are three types of classification presented by J. Gilford in the form of a cube model, each world using one of the methods of varying factors: in one world different types of operations are varied; in the rest of the world, there are different types of terminal rosemary product; in the third world there are different types of places.
It is especially important that despite the need for deep processing, this model lacks an open system. The author himself points out that up to the actual 50 officials (during the development of this model) more than 120 can be added.
J. Gilford made a great contribution to the theory of giftedness. We have seen the parameters of an individual’s creativity. Having expanded the warehouses of divergent ideas (swisdom, originality, flexibility, accuracy). All this allowed for the development of new modifications of practical activities in the development, initiated and developed by gifted students.
57. Monometric (one-dimensional) approach to the intellect tamed concept G.Yu.Eysenka . We can talk about the presence of “biological intelligence”, “psychometric intelligence” and “social intelligence”. The main parameter that Eysenck describes as an indicator of intelligence level is the individual speed of information processing. reaction time to choose from many alternatives. According to other predecessors, the level of intelligence is characterized not simply by the fluidity of mental operations, but also by the ability to work with a myriad of alternatives. Biological intelligence - These are inherent tasks of flexibility before processing information related to the structures and functions of the cerebral cortex. This is the most basic and fundamental aspect of intelligence. It serves as the genetic, physiological, neurological, biochemical and hormonal basis of cognitive behavior. connections mainly with the structures and functions of the measles of the brain. Without them, behavior is impossible to comprehend. Psychometric intelligence – this kind of successful transition between biological and social intelligence. Social intelligence - This is the intellect of an individual, which is formed in the course of his socialization, under the influx of minds from the singing social middle.
58. Creativity- (from Lat. creatiocreative, creative) - the creativity of an individual, which is characterized by readiness to accept and create fundamentally new ideas that evolve from traditional or accepted schemes of thought and enter into the structure of the talent as an independent factor, as well as the existence of problems that arise in the middle of static systems. Like the American psychologist Abraham Maslow, creative directness is the innate power of everything, but most of it is spent under the influx of the system of education, education and social practice that has developed. 6 hypothetical intellectual properties that characterize creativity.
Number of thoughts (number of ideas that arise in one hour);
Flexibility of thought (the ability to switch from one idea to another);
Originality (the ability to generate ideas that are challenged by mainstream views);
Competency (sensitivity to problems in too much light);
Date before the development of the hypothesis; relevance (logical non-independence of the reaction to the stimulus);
Fantasticity (the continuity of the story with reality due to the presence of a logical connection between the stimulus and the reaction).
59. There is a non-linear connection between intelligence and creativity: the advancement of intelligence leads to an increase in creativity, just to the limit. When a certain critical level of intelligence is transferred (according to various data - from 120 to 127 points), its connections with creativity either become visible or become negative, then with a further increase in intelligence, creativity begins to decrease isya.
Creativity - as a universal cognitive creative activity - gained popularity after the release of J. Gilford's work. Gilford made an indispensable contribution to the study of creativity and saw 16 factors that characterize creativity. Among them are variety (the number of ideas that come up in an hour), flexibility (the number of ideas that can be transferred from one idea to another) and originality (the number of ideas that can be generated in mental disorder, as well as the ability to drink (increased sensitivity to problems that do not arouse interest in others); Relevance (logical non-independence of reactions to stimuli). In 1967, the Gilford family united these factors in the popular concept of “divergent thinking,” which encourages the cognitive side of creativity.
Gilford pointed out the difference between the two types of rational operations: convergence and divergence.
Convergent thinking is a solution to a problem, based on the impersonality of minds and knowledge, there is a single correct solution.
Small 1. Scheme of the convergent design process.
Divergent thought is christened “the type of thought found in different directions.”
Gilford introduced the operation of divergence, the order of operations of transformation and implication, the basis of creativity as a fundamental creativeness. Zagalny intelligence is not part of the structure of creativity.
Small 2. Scheme of the divergent thinking process
We have seen the following main parameters of creativity:
1) originality - originality is produced separately from associations, non-unique types;
2) semantic flexibility - the ability to reveal the main power of an object and to introduce a new way of its existence;
3) figurative adaptive flexibility - the ability to change the shape of the stimulus in such a way as to create new signs and possibilities for vigor;
4) semantic spontaneous flexibility - the ability to produce diverse ideas in an unregulated situation.
On this basis, ARP tests were developed, especially divergent productivity. (Test of ease of words: “Write words that will take revenge on the indicated letter”; Test for the scribbling of an object: “Redge the most ways to scribble a skin object”; Folded image: “Paint the task of the object, corroding with the advancing set of figures: circle , upright, tricutaneous, trapezoid..."
This is how Gilford views Taylor’s creativity - not as a single factor, but as a set of components that can be represented by this or that world.
This program took further development from Torrance's research.
Torrence defines creativity as the ability to create solutions to shortcomings, gaps in knowledge, elements, disharmony, what to reject, and the creative act to divide into common problems, the search for versatility, guilt and formulation. hypothesis, verification of hypotheses, their modification and finding the result. The Torrence model of creativity included the following parameters: lightness - the fluidity of completing test tasks, flexibility - the number of transitions from one class of objects to another, originality - the minimum frequency of a given type and accuracy. Accuracy is assessed based on analogy to intelligence tests. The criterion for this approach is the characteristics of the process that activates creative productivity and does not compromise the result. Torrence recently proposed the theory of “intellectual threshold”: with an IQ below 120 points, intelligence and creativity are determined by a single person. With a coefficient of intelligence over 120, creativity and intelligence become independent factors.
It is important to note that Gilford was the first to test creativity using the most advanced olive-paper tests. This made it possible to carry out investigations on key people. Prote, the low predecessors criticized the Swedish fathers-in-law as inadequate methods for the world of creativity. Anyone would appreciate that fluidity, fluffiness, and originality do not capture the essence of creativity, and the absorption of the creative abilities of extraordinary people is impossible to understand the nature of the creative applications of creativity.
Analysis of psychodiagnostic capabilities of the Torrance technique
Torrance, having developed his tests under the hour of initial methodical work with the development of creative abilities of children Torrance E.P. Guiding creative talent - Englewood Cliffs, W.J.: Prentice-Holl, 1964. P. 62.. This program included a number of stages...
Analysis of psychodiagnostic capabilities of the Torrance technique
Influx of special and social creativity into the choice of behavior strategy in a conflict situation
Creativity scientific points The view is seen as a complex, richly planed, heterogeneous phenomenon that appears in a variety of theoretical and experimental directions and research. The development of creativity was carried out by J. Gilford, E...
The creative function of the mind
In this work, in order to develop the theoretical foundations and reveal creativity based on literature, we set ourselves to reveal the level of creativity of the following. For whom we have used the Torrens method...
Diagnosis and development of creative abilities of children
Diagnostics of special features
It is clear that in the psychological world, Gilford is most familiar with robots in intelligence and creativity, as well as in statistics and psychometric methods. Prote...
Intellectual development in children
Joy Gilford gave the greatest differentiation to the model of the development of Rose's features. We appreciate the differences between the place, operation and product.
Further investigation of the relationship between creativity and warehouse socio-psychological adaptability of children
Allowing for creativity to emerge, it is necessary to go through the process of inception and development. An attempt to identify decline determinants of creativity was made in the robots of the predecessors.
Creativity of human and female individuals
The creative components of intellectual processes have always attracted the respect of rich people. However, most studies of creativity did not actually cover individual abilities in these creative activities.
Creativity – what is it?
The method of testing figurative creativity with the help of test E. Torrance revealed the development of creativity in children during the preschool age. The director of this test was aware of the test E...
Basic modern concepts of giftedness
“The structure of intelligence” by J. Gilford formed the basis for rich psychological and pedagogical concepts of diagnosis, prediction, initiation and development of gifted children abroad pedagogical theory that practice...
The concept of intelligence and its coefficient similar to John Gilford
L. Thurstone's approach to the multiplicity of intellectual abilities is based on the work of the American psychologist J. Gilford, who developed a model for describing different types of intellectual abilities.
The essence of creativity
The creative components of intellectual processes have always attracted the respect of rich people. However, most studies of creativity did not actually cover individual abilities in these creative activities.
Creativity in children of young school age
Torrance tests are used for the following purposes: researching the creative abilities of students; Individualization is based on the needs of gifted children and this organization in special forms:...
Gilford Joy Paul
Guildford(Guilford) Joy Paul (b. 7.3.1897, Nebraska, USA), American psychologist. Since 1940, professor of psychology at the University of California. One of the leaders of psychometrics directly in the research of the mind and particularity. The author of a trivial theoretical model of the “structure of intelligence”, whereby intelligence can be represented by three sides: 1) operations, 2) products and 3) changes in thought. These various components of mental activity are revealed by methods factor analysis(originality, flexibility, intelligence, etc.; up to 120 factors in total), in addition to which the range of intellectual abilities is determined. Based on his model and the mathematical methods associated with it, G. initiated the development of systems of psychological tests for the development of productive ideas and creative ideas. The more important an individual solution is compared to a standard one, the more it is valued as an indicator of creative individuality, in the 50s. n. R.'s methods are widely used in the United States for practical purposes for diagnosing the creative abilities of engineers and scientists. The mantle short -up of the factor analiz Intelekt Polega in the same, at the same time, at the TSOM method of viyanniy factors, to allow the constituvity of the system of knowledge of the bonus, I wrapped themselves in (and not the yogo rosimi).
Works: The nature of human intelligence, N. Y., 1967; among the Russians. Prov. - Three sides of intelligence, in the collection: Psychology of the mind, Prov. with him. that English., M., 1965.
Lit.: Yaroshevsky M. R., The logic of the development of science and the activity of science, "Nutrition of Philosophy", 1969. No. 3.
V.V. Maksimov.
Guildford(Guilford) Joy Paul (1897-1987) - American psychologist, expert in the field of psychology, research psychology, psychology of mystery, statistical methods of assessment and research in psychology. In 1918 joining the University of Nebraska (B.A., 1922; M.A., 1924), continuing his studies at Cornell University (Ph.D., 1926), and later returning to Nebraska (Ph.D., 1952) and Southern California to whom un- ti ( Doctor of Sciences, 1962). He began his professional career as an associate professor at the University of Nebraska (1928–1940), and at the same time served as director of the Department of Educational Research (1938–1940). Born in 1939 was elected president of the Psychometric Association, in 1940. - President of the Psychological Association of Middle Sunset. From 1940 to 1967 – Professor of Psychology at the University of California. G. was also a member of the editorial boards of low-level journals affiliated with the APA. At the Rocks of Another World War, he was the director of the Aviation Psychological Service, which was in charge of dividing tests for cadets. After the war, R. initiated a research project that began to operate at the University of California. The 1950s rock. follows the power of specialness, which was interpreted by him as a simple recognition of individual specific characteristics.
It is consistent with this approach that the “Temperament Survey” test was developed, which allows diagnosing secret activity, self-control, control, friendliness, emotional stability, objectivity, friendliness, thoughtfulness is, special hundred, masculinity (“Fourteen dimensions of temperament”, from spivat. Zimmerman, 1956). G. was the first to explore the peculiarity of the connection between special signs and motivational structures, the structure of objective interests ("Personality". McGraw-Hill, 1959). Following R.'s important achievements was the exploration of the problems of divergent productivity and talent, which resulted in the vision of the category of convergent and divergent thinking. Of particular interest were the methods for studying divergent thinking, which were task-oriented, which may be difficult for the algorithm and unraveled in different ways. Zokrem, a “Test for the University of Southern California” was created, which showed such signs of divergent thinking as lightness, flexibility and accuracy. (“The Nature of Human Intelligence”, McGraw-Hill, 1967). G. also conducted a series of studies of creative processes (1968), including the main characteristics of creativity in his model of the structure of intelligence: productivity (fluidity), fluidity, originality and development (propagation of ideas). (“Intelligence, creativity, and their educational implications”, 1968). Tests of creativity, developed by R. and his colleagues (1976), have become widely used in the practice of diagnosing divergent productivity and talent. The stench is formed over the 10th century, which is to avenge the problem on the verbal (semantic) and figuratively divergent thoughts that appear to children starting from the 4th century. Expanding on all investigations, R. has developed a model of intelligence with systematic expansion of divisions in the form of a trivial matrix with five mental operations (cognition, memory, evaluation, divergence and convergence on productivity), five types of information change and six types of information forms
Here the mental operations that are performed are those that have been tried; stimulus includes the nature of the material or information on which the action is based; For additional information forms (results), the method of processing the information being tested is described. When developing a model of intelligence, R. together with spіvrobіtniki were able to identify and provide diagnostic methods for 98 of 120 possible factors created by the cells of the trivial matrix ("Analysis of Intelligence", N.Y., 19 71 (jointly with Hoepfner R). The additional number is 10 for the replacement of the image-creator stimulus replacement for stimulus replacement of the auditory and visual type, which gave five pink displacements instead of cob parts, the work with an improved model of intelligence worked until the 80s, with which R. recognized the importance of the factor In general, as a result of "squeezing" one of the three structures of intelligence in relation to two others, which results in 85 factors of a different order. As a result of the compression of two out of three vibrations, factors of the third order are established. There are 16 of them, and they correspond to the list of perera There are more than 5 operations, 5 changes and 6 results. ( "Way Beyond the IQ: Guide to Improving Intelligence and Creativity", 1977). Two sections were dedicated to creativity, while others were dedicated to the highest task. In R.’s opinion, this model was a necessary basic structure for the development of operational-informational psychology. R. also applies to psychometrics and statistical methods: “Psychometric Method”, McGraw-Hill, 1936, 1954; "Fundamental Statistics in Psychology and Education", McGraw-Hill, 1950, 1956, 1965; ANO 1973, 1978).
Later, J. Gilford (b. 1959) saw 120 factors of intelligence arising from what kind of mental operations are required, what results are needed to induce and how to replace them (this can be figurative, symbolic, semantic, behavioral). Under Gilford's operation, human memory, or rather the mental process, is understood: understanding, memory, divergent productivity, convergent productivity, evaluation. The results are the form in which information is collected by testing: element, classes, notes, systems, types of transformation and design. Currently, various tests have been selected to diagnose over 100 values of Guilford factors.
Small 3.30. Structure of intelligence behind Guildford
This cubic model represents 120 specific dimensions arising from three dimensions of thought: what we think about (placement), how we think about the process (operation) and what to produce a positive action (result). For example, with learned Morse code signals (EI2), with memorized semantic transformations necessary for the development of words at any given time (DV3), or with the assessment of behavioral changes, for example, the need to sing on work in a different way (AV4), they get everything different types of intelligence.
J. Gilford's model
J. Gilford proposed the “structure of intelligence (SI)” model, systematizing the results of his research on Galusi’s underground properties. However, this model is not the result of factorization of the first experimentally removed correlation matrices, but is extended to a priori models, since it is based on theoretical assumptions. Behind its implicit structure, the model is neo-behaviourist, based on the scheme: stimulus – latent operation – reaction. Instead of the stimulus of Gilford's model, "replacement" takes place, under "operation" there is a rational process, under "reaction" - the result of the operation being frozen to the material. Officials of the model are independent. Thus, the model is trivial, the intelligence scales of the model are named scales. Operation Gilford is interpreted as a mental process: cognition, memory, divergent thinking, convergent thinking, evaluation.
The results are the form of each test, which is consistent with: element, classes, additions, systems, types of transformations and reformations.
The skin factor of the Gilford model results from the classification of three categories of intelligence. The categories come together mechanically. Name the factors of intelligence. The basis of the Gilford classification scheme is 5 x 4 x 6 = 120 factors.
It is important that at this time over 100 factors have been identified so that suitable tests can be selected for their diagnostics. J. Gilford's concept is widely advocated in the United States, especially among teachers with gifted children and children. On this basis, a program has been created that allows for rational planning of the illumination process and directing it towards the development of opportunities. The Gilford model is being studied at the University of Illinois for the birth of 4-5-year-old children.
The main achievements of J. Gilford, many of his predecessors, respect the subfield of divergent and convergent thinking. Divergent thinking is associated with the generation of impersonality, decisions based on unambiguous data and, according to Gilford’s assumptions, the basis of creativity. Convergent thinking is a direct search for a single correct result and is diagnosed by traditional intelligence tests. The Gilford model is not consistent with the results of most factor analytic studies. The algorithm of “subjective wrapping” of factors invented by Gilford, which “squeezes” data into the “Procrustean bed” of his model, is criticized by many of the predecessors of the intellect.
The American psychologist J. Gilford elaborated on the concept that intelligence is a richly-worldly phenomenon, a complex power that can be assessed in three dimensions: character, product and place (Fig. 54). Rozumov's operation is included before the intellectual activity, which may be related to the character: evaluation, synthesis, analysis, memorization, cognition. An intelligent operation behind a product can be unit, class, installation, system, transformation and merchandising. Find out that the following operation can be performed with objects, symbols, transformation of meanings (semantic operation), behavior.
The model of intelligence, according to Gilford, includes 120 different intellectual processes - private functions. There are up to 15 factors in your body: 5 operations, 4 types of replacement and 6 types of products of rosemary activity (descriptions). Operations highlight the characteristics and methods of rational activity during the processing of information. Before the operation there is cognition, memory, divergent productive thinking, convergent productive thinking and evaluation. Piznannia includes processes of understanding, assimilation of information using the five organs of the senses.
Piznanya is just one of the five ways of processing human information. Memory associated with the processes of storing, saving and creating information. Divergent more productive thinking This means the generation of original creative ideas. It allows you to eat many of the right types of the same food. Convergently more productive than thoughts connected with the cherries of the command that looms
Small 54. Trivimirna model of intelligence for J. Gilford
There is only one correct answer. Evaluation allows you to compare the results with the necessary ones and judge those who have completed the task.
Instead of mental operations there can be four types: figurative, symbolic, semantic and behavioral. Figurative place- scientifically similar information (images of perception, memory); symbolic place- signs: letters, numbers, codes, etc.; semantic meaning- ideas and concepts; behavioral change- I think, thoughts, moods and desires of people, they are mutual. Products of rosum activity can appear as units, classes, systems, contributions, transformation and implication. Singles serve alongside the record. Classes are a collection of items grouped behind fundamental elements. The words express connections between speeches. Systems- blocks that are composed of elements and connections between them. Transformations- transformation and modification of information, and implications - possible modifications from obvious information. 120 different private intellectual properties are created as all related operations, replacing and products of rational activity (5x4x6, Fig. 54).
Model of intelligence behind Guildford
It is necessary to immediately say that for the American psychologist Guilford (1967), factor analysis is a confirmation of the theoretical basis of the proposed model of intelligence, and not a tool for it. The model is based on three dimensions, combinations of which represent different types of intellectual abilities. The skin factor of intelligence is established by studying one of the types of intellectual operations, areas, in which way it vibrates (Zmist), and gained as a result result(Small below). Gilford breaks down five types of operations to form the first iteration of the model: understanding of information (C), memory (M), divergent thinking, or the generation of logical alternatives related to the information that is presented (D), convergent mislennya, or the promotion of logically lined pins (N) і assessment- equal assessment of information units according to the same criterion (E).
Another dimension is defined in terms of the alternative forms of information presentation. Information provided, based on Guildford, may be figurative(F), symbolic (S), semantic (M)іbehavioral(IN).
The third world is a product, the result of condensation of a vocal intellectual operation to a specific point. The results will be clearly visible elements, units (U), classes (C), vdnosin(R), systems(S),transformation(T)taImplication(І). In this way, a total of 120 (5x4x6) intelligence factors are transferred, which includes a combination of three smart people, depending on the type of operation, the form of presentation of information and the obtained result.
Small. Gilford's model of the structure of intelligence
Thus, the recognition value in images of approaching, “noisy” objects is reduced CFU(operation – revealed, recognized; change – figuratively; result – unit, element of information). Relevance to assessing the motives of another person’s behavior C.B.I.(Operation - recognition; change - behavior; result - implication, or reinstatement, logical connection with information, but not going beyond its boundaries). Until now, approximately 88 factors have been experimentally identified and their initial tests have been broken down.
The factors seen in the model are considered orthogonal (independent), which excludes the basis of factors in the highest order. Tim himself, this theory will deny the fundamental basis to intelligence. According to Gilford's data, 18% of all correlation coefficient values between adjacent tests range from -0.10 to +0.10 (8677 out of 48140 coefficients), and in 24% of the correlation coefficients Let's take into account the null hypothesis (r = 0). At first glance, these data do not confirm the existence of a hilar factor in intelligence. However, it is clear that the results obtained are completely reliable, in 76% of cases r > 0, regardless of the careful choice of factors of intelligence in such a way that the stench would be independent. Therefore, the model does not allow us to explain the value of the correlation that is greater than zero, since their obviousness obscures the existence of underlying factors.
At the same time, it is respectful that Gilford did not always fail to be objective in his investigations, for example, by observing the specific selections of the latter, without turning off the infusion of the corrosive factor into the intellect. Let's say, sensitivity to the emotional states of other people, it is understood that creativity may not have a direct connection with the hidden intellect. Recent psychological literature devoted to this model of intelligence has made many references to the non-reproducibility of the rich Gilford officials, the presence of their clear differentiation, and There is a weak predictive effectiveness of the tests, which outweighs the results obtained with the help of tests, which prevent the identification of hidden features. Gilford's theoretical findings are essentially related to those factor theories, in which the intellect is split into a number of independent features.
1. Time before problems are identified and raised.
2. Creation of a great number of ideas.
3. Semantic spontaneous flexibility – creativity before the production of various ideas.
4. Originality – originality of production from distant associations, unusual variations, non-standard solutions.
5. The ability to refine the object, adding details.
6. The presence of non-standard problems that reveal semantic complexity - add new signs to the object, find new meanings.
Gilford developed a battery of tests to diagnose creativity (10 tests for verbal creativity, 4 for non-verbal creativity). Let’s focus on some practical tasks for creativity: the “ease of words” test (write as many words as possible to replace the letter “o”); test “fluidity of ideas” (write as many words as possible that represent objects, things that may be white in color); test for “the flexibility of ideas, the flexibility of the choice of objects” (specify the most in various ways vikoristannya tin can); test for “folded image” (fold the most different images, vikorist and set of figures: trikutnik, square, colo, trapezium).
Torrance Having continued the study of creativity, we have also introduced a new shade of intelligent creativity as a result of the accumulation of shortcomings, gaps in knowledge, sensitivity to disharmony. Torrance developed a series of tests for creativity “from preschool to adulthood”, developing a program for developing the creative abilities of children: the first stage followed by the last one was to pronounce a given anagram (a search for a word with a rearranged wordless sequence letters) training of convergent myslennya. Then, behind the pictures of the tests, it is possible to develop all the incredible and incredible situations that led to the situation depicted in the image, and to predict it possible inheritances. Afterwards, the tried and tested various items and asked to change the different ways of their stagnation. Like Torrance, this approach to the training of abilities allows a person to move beyond the framework that is set by calls, and begins to think creatively and outside the box. The Torrance battery includes 12 tests that diagnose three areas of creativity: verbal creativity, visual creativity, and verbal-sound creativity.
Torrance for assessing the level of creativity and vikostav displays:
1. Lightness - fluidity of the Viconn Empire.
2. Flexibility - the number of transfers from one class of objects to another class of objects per hour of confirmation.
3. Originality is assessed as the minimum frequency of the series of messages of the same group below the last. If this confirmation is less than 1% of the guesses (that is, 1 person in 100 gave such a confirmation), then the originality is assessed as maximum - 4 points, if less than 2% - then the originality is rated is added to 3 points), if the response increases by more than 6% ( 6-7 individuals out of 100 gave the same confirmation), then the originality is a day, 0 points.
To diagnose the level of creativity, you can use different methods.
Many followers are respected for diagnosing creativity in order to cope with the tight time limits imposed by the new task. M. Wallach and K. Kogan gave the test subjects as many hours as it was necessary for them to achieve success, the testing was carried out at the sight of the game, and some kind of confirmation was obtained. For these minds, the tested correlation between creativity and intelligence was close to zero, so the power of creativity reveals its independence from intelligence. Wallach and Kogan identified 4 groups of children with different levels of development of intelligence and creativity, which differ in ways of adaptation to new minds and the highest level of learning.
Children who have a high level of intelligence and creativity, based on their abilities, have adequate self-esteem, show great initiative, particular independence of decisions and actions, and high success and show talent and adapt socially.
Children with a low level of creativity and high intelligence are prevented from achieving school success, but are more likely to experience failure, be afraid to express their thoughts, take risks, be afraid of a blow to their pride, and distance themselves from their classmates. .
Children with a low level of intelligence and a high level of creativity (the third group) often fall into the category of “outcasts”, they have trouble fitting in to school, they often want to bury themselves in battles, “marvelous dreamers”, the stench is not clear Or neither teachers nor peers.
The fourth group of children with a low level of intelligence and creative abilities adapt well, are among the “average”, have adequate self-esteem, the low level of subject abilities is compensated by the development of social intelligence, communication whiteness.
Children are endowed with a high level of energy, low sleep disturbances, enhanced cognitive activity, intellectual initiative - the ability to set one's own goals, which, in the opinion of D. B. Bogoyavlensko Yes, this is an invisible sign of talent.
