Chapter 5 Ability
5.1. Abilities and their types
Capabilities- psychological characteristics of a person, which are the conditions for the successful implementation of activities, the acquisition of knowledge, skills and abilities.
Allocate natural and specific human abilities. Natural (natural) abilities are associated with the innate inclinations of a person. In this case, we can talk about abilities as reflexes, the ability to respond to external stimuli. Specific abilities are shown in social environment and are individual for each person. There are several types of specific abilities.
– General abilities. They determine the success of a person in various fields and serve as the basis for the development of special abilities.
General elementary abilities are inherent in all people. These include the basic mental processes of a person - sensation, perception, memory, imagination.
General complex abilities are abilities for various types of activities - work, play, communication.
– Special abilities. Determine success in certain activities. Allocate mathematical, musical, literary and other abilities.
Special elementary abilities are a noticeable manifestation of general abilities, mental processes. An ear for music and an eye can be considered examples of special elementary abilities.
Musical ear is the quality of auditory perception, manifested in the ability to distinguish musical sounds and accurately reproduce them.
Eye - the quality of visual perception, the ability to fix, evaluate and compare the magnitude of visually perceived objects, the distances between them and to them.
– theoretical abilities. Predetermine success in mental, analytical activity.
– Practical ability. Influence the success in practical actions.
– Teaching ability. They influence the success of a person's assimilation of knowledge, skills, and predetermine the speed of learning.
– Creative skills. Associated with the success of creating new ideas, objects or discoveries.
Special complex abilities are not inherent in all people. They are abilities to certain kinds professional activity that arose in the process of development of human culture. These abilities are usually called professional.
At the heart of abilities lie inclinations. Makings- some congenital features of the physique and nervous system, creating the basis for the formation and development of abilities. On the basis of the same inclinations, different abilities can be formed: for example, you can name a lot of activities in which a person with a developed ear for music can prove himself - a musician, a teacher at a music school, a sound engineer, a conductor, etc.
The inclinations provide an opportunity to develop abilities in the process of training, education or work. Having determined certain inclinations in a child, one can purposefully form any ability.
The inclinations are often manifested in inclinations, attraction to a certain type of activity. Distinguish between true and false tendencies. The former are characterized not just by interest in any activity, but by real achievements in it. False inclinations manifest themselves in long-term interest without achieving any significant results. Often this kind of inclination is the result of adult suggestion.
5.2. Ability Development
The following factors can influence the development of abilities.
- The presence of inclinations, which leads to the manifestation of any ability to a greater extent than in their absence.
- Compensation in the absence of proper inclinations - for example, people with visual impairments often have much more developed hearing than people with absolute vision.
- The need to solve complex problems. People living in cities are naturally unable to perform a whole range of tasks compared to people living in villages and villages.
– Features of the transfer of knowledge, skills and abilities. Thus, under equal conditions, two generally identical children can develop abilities better with the best teacher. In the history of philosophy and psychology, there are many examples of how a whole community of talented students arose around one teacher, a prominent representative of science. Therefore, it is quite natural that, with the proper approach and under favorable conditions, even "average" people may show different abilities, while under adverse conditions or in the hands of bad teachers, even a capable student may not find a suitable soil for development.
- Environmental conditions. It is no secret that abilities develop in a certain environment, which often plays a decisive role in their manifestation. Hundreds of environmental factors can influence the development of abilities. For example, it is more difficult to achieve achievements in sports for residents of megacities who do not have conditions for training. At the same time, the high level of technological development, as, for example, in Japan, has a direct impact on the degree of development of people's intelligence - the average intelligence index in Japan exceeds that of third world countries.
– Initiative also affects the development of abilities. With a certain freedom, without fear for the result, a person will show his abilities better than if he is constrained in their manifestation.
There are several stages in the development of abilities.
- In the period from birth to 5 years, there is an improvement in the work of analyzers, the development of individual sections of the cerebral cortex, the work of the organs of movement. At this stage, the development of general abilities takes place, which creates a prerequisite for the development of special abilities at the next stages.
- Junior and middle school age - the time of accelerated development of special abilities. This happens through play activities in which the child develops his creativity, volitional processes, motor and artistic abilities. In addition to playing activities in school age to influence the development of abilities, educational and labor activity. Great importance to reveal the child's abilities, such activities are played that are in the "zone of proximal development". The various abilities of the child should be developed in a complex, not be separated from each other. Giving the child to sections or circles, parents focus on some abilities to the detriment of others. This can lead to the fact that in the chosen area the child will not achieve the proper process, and the rest of his abilities will be less developed than that of his peers.
A higher level of development of abilities is called talent. Talent- inherent from birth certain abilities and skills that are revealed with the acquisition of skill and experience.
Talent can manifest itself in any human activity, and not just in the field of science or art.
Talented people are also called those who are able to quickly assimilate knowledge and apply it correctly in life and in their work. These are talented pupils and talented students, talented violinists and pianists, talented engineers and builders.
A person's talent, guided by a pronounced need for creativity, always reflects certain universal human needs. The development of talents depends decisively on socio-historical conditions.
Genius- this is the highest degree of manifestation of the creative forces of man. This is the creation of qualitatively different creations that open a new era in the development of culture, science, and practice. Genius is the highest degree of development of abilities, which makes a person an outstanding and outstanding personality in many areas.
Literature
1. Wenger L.A. Pedagogy of abilities. - M .: Pedagogy, 1973.
2. Gippenreiter Yu.B. Introduction to General Psychology: A Course of Lectures. – M.: Publishing House of Moscow State University, 1988.
3. Gurevich K.M. Individual psychological characteristics of schoolchildren. – M.: Knowledge, 1988.
4. Kuzmina N.V. Abilities, giftedness, talent of a teacher. - L .: Publishing house of Leningrad State University, 1985.
5. Levitov N.D. Psychology of character. - M .: Education, 1969.
6. Leites N.S. Abilities and talents in childhood. – M.: Knowledge, 1984.
7. Leites N.S. Mental abilities and age. - M .: Pedagogy, 1971.
8. Melhorn G., Melhorn H.-G. Geniuses are not born. Society and human abilities. – M.: Enlightenment, 1989.
9. Merlin B.C. The structure of personality. Character, abilities, self-awareness: Proc. allowance for the special course. - Perm, 1990.
10. Ponomarev Ya.A. Psychology of creativity. – M.: Nauka, 1976.
11. Rubinshtein S.L. Basics general psychology: In 2 vols. - M .: Pedagogy, 1989.
12. Teplov B.M. Selected works: In 2 volumes - M .: Nauka, 1985.
13. Chudnovsky V.E. Education of abilities and formation of personality. – M.: Knowledge, 1986.
14. Yakimanskaya I.S. Developmental training. - M .: Pedagogy, 1979. This text is an introductory piece.
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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 in life different people watching them at work, comparing their achievements, comparing the pace 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 believe 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 various areas of practice. Usually, abilities are understood as such individual characteristics, which are the conditions for the successful completion 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 necessarily 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. The inclinations are manifested in inclinations to a certain type of activity (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 intellectual development and 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.
Special abilities are understood as 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. How harder task, the more concentration it requires;
b) sensitivity to external impressions, observation.
So, in the ability to draw, an important role is played by sensitivity to colors, light relations, shades, the ability to embrace 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. So, without mastering 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, 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 very high development higher mental functions, especially thinking, which is formed at a later age - adolescence. However, the famous Pascal realized technical invention already at 9 years old, 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 comparison with age norms in mental development or 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. talented person can solve complex theoretical and practical problems, create values that are new and have progressive significance.
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. The creativity of a man of genius has historical and necessarily positive significance for society. 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 with the comprehensive development of the individual.
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 the individual, other things being equal, 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 specific psychological characteristics of various abilities makes it possible to identify 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: Educational and methodical manual / Under the general. 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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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, one can meet different definitions concepts 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 represent a high level of 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.
=====================================================================
("one") . M.I. Enikeev, O.L. Kochetkov. General, social and legal psychology.–M., 1997
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 systematic studies of such complex species human activities 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, giving the same result, can be provided different 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, meeting together only in gifted, multi-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, and 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 human speech as a means of communication (speech in its communicative function), abilities interpersonal perception and evaluation of people, the ability of socio-psychological adaptation to various situations, the ability to get in touch with various people, win them over, influence them, etc.
Until now, in psychology, primary attention has been paid specifically to subject-activity abilities, although interpersonal abilities are no less important for psychological development of a person, his socialization and the acquisition by him of the necessary forms of social 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.
Ability is 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 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.
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 are intellectual and creative abilities that find their manifestation in many different types 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.
The abilities of people are divided into types, primarily according to the content and nature of the activity in which they find themselves. Distinguish between general and special abilities.
The general is called the ability of a person, which in one way or another is manifested in all types of its activity. These are the ability to learn, the general mental abilities of a person, his ability to work. They are based on the general skills required in each field of activity, in particular, such as the ability to understand tasks, plan and organize their execution using the means available in human experience, reveal the connections of those things to which the activity relates, master new methods of work, overcome difficulties on the way to the goal.
Under special understand abilities that are clearly manifested in separate, special areas of activity (for example, stage, musical, sports, etc.).
Permissions for general and special abilities are conditional. Actually, we are talking about general and special aspects in human abilities that exist in interconnection. General abilities are manifested in special, that is, in abilities for some specific, specific activity. With the development of special abilities, their general aspects also develop. High special abilities have in
based on a sufficient level of development of general abilities. Thus, high poetic, musical, artistic, technical and other abilities are always based on a high level of general mental capacity. At the same time, for approximately the same development of general abilities, people often differ in their special abilities. Students who have high general learning abilities often show them equally in all school subjects. However, often one of the students turns out to be especially capable of drawing, the second - to music, the third - to technical design, the fourth - to sports. Among prominent people many people are known diversified development general and special abilities (N. V. Gogol, F. Chopin, T. G. Shevchenko, Each ability has its own structure, it distinguishes between leading and auxiliary properties
There are specific ways of developing special abilities. For example, abilities to music, mathematics are shown earlier than others. There are the following levels of abilities:
1. Reproductive - provides a high ability to assimilate knowledge, master activities;
2. Creative - ensures the creation of a new, original. However, it should be taken into account that each reproductive activity has elements of creativity, and creative activity also includes reproductive activity, without which it is impossible.
A person's belonging to one of the three human types - "artistic", "thinking" and "intermediate" (in the terminology of IP Pavlov) - determines the features of her abilities.
The relative advantage of the first signaling system in human mental activity characterizes artistic type, the relative advantage of the second signaling system - thinking, a certain balance - the average type of people. These differences in modern science associated with the functions of the left (verbal-logical type) and right (figurative type) hemispheres of the brain.
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.
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.
One of the basic principles 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 understanding the unity of the abilities and qualities of the Personality was made by Ananiev, who considered the ability as an integration of properties 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 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.
The unique combination of all the properties of a person forms an individuality in which the central role is played by personality traits transforming and organizing 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 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.
Foreign psychologists 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 that find their manifestation in many different types of 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 associated general abilities with general moments in different types of activity, and special abilities with special specific moments.
