What is the essence of the interaction of thinking intellect. Psychology textbook thinking and intelligence. The physical nature of thinking

Despite the fact that many people equate the concepts of intelligence and thinking, there is a difference between them. While thinking is a designation of human mental activity, intelligence is the ability for this process. The next difference: thinking is a basic innate set of cognitive capabilities, intelligence is a more complex structure that can be developed. At the same time, thinking, as a basic component of intelligence, can develop simultaneously with it.

Intelligence

There are many definitions. It characterizes the following abilities:

• cope with new or difficult situations;
• learn from experience;
• adapt to new circumstances;
• adaptive behavior in the context of changing conditions.

In addition to the definition of the concept of intelligence in the opinions of scientists, there are differences even in whether it should be understood as a whole, or whether it is divided into several relatively different types.

For example, according to the theory of the American psychologist Robert J. Sternberg, intelligence consists of 3 components:

• analytical thinking, mainly involved in solving problems that a person has encountered in the past;
• creative thinking used to find ways to solve problems;
• practical thinking related to everyday life.

His colleague, Howard Gardner, identifies 8 types of thinking and intelligence:

• linguistic;
• logico-mathematical;
• visual-spatial;
• motor;
• musical;
• interpersonal;
• intrapersonal;
• natural.

Later he singled out the 9th type, the so-called. existential intelligence.

Edward Thorndike distinguishes only 3 main types of intelligence:

• theoretical (abstract);
• practical (specific);
• social - the ability to control others (includes emotional intelligence).

From the enumeration of the above components, it becomes clear that some of them have a strong connection with the theoretical part of life (education), others with the practical part (work experience, the art of coping with life). The ability to achieve high incomes is a matter of practical application of theoretical knowledge gained through study, observation, education. Both the first part (the acquisition of knowledge) and the second part (the ability to apply them in practice) can fail. Some people who have a good mind and intelligence do not receive an education that matches their IQ level. Reasons can range from financial, geographic, political factors to excessive criticism of teachers.

Social intelligence is also important. It includes the ability to process, recognize, control emotions, build quality, long-term relationships, and collaborate with others. Social skills have a significant impact on getting jobs or lucrative jobs. Success is predetermined by the following skills:

• appeal to people;
• impression;
• good work in a team and with superiors;
• creation of an appropriate network of contacts, acquaintances;
• penetration into the secrets of the organizational structure;
• understanding of written and unwritten rules of behavior in a new team.

Relationship between mental and emotional intelligence

(EI) is the ability of a person to realize, identify (reflect), manage his emotions, understand the emotions of other people, effectively influence them. These abilities, according to experts, are the most important for life.

In management practice, EI is underestimated, in companies and organizations it is still customary to look at successful performance results as the fruits of high mental qualities of employees. In fact, the feelings and emotions of a person (as well as their relationship with the mind) are very important. They influence what gets our attention, how we think we decide. For example, a hungry person in a shopping center sees food, a full person sees shoes, books.

The relationship between mental and emotional intelligence is not yet fully mapped. But many interesting things are already known. Creativity and successful human activity are the result of his productive thinking, the essence of which is complex. These qualities are not due only to high mental abilities. They are the result of a combination of rational thinking ability and EI proportional to the nature of the situation.

The characteristic of thinking and intelligence in psychology suggests that very smart people do not always have highly productive thinking. Their productive thinking may have a lower score than the average smart person.

With high mental intelligence, creative and productive thinking is low.

People who score over 120 on IQ tests have only a 5-15% chance of successful leadership. They do not have a good ability to inspire and motivate other people.

Thinking

Thinking is one of the cognitive processes. It is mainly about working with information, ideas, concepts. Thinking allows a person to find correlations, solve problems.

Thinking functions:

• concept formation;
• recognition and search for relationships;
• problem solving;
• creating something new.

The result is new information, experience, knowledge.

Properties

With regard to thinking, several properties are distinguished:

• Convergence. The ability to stick to a certain topic, to follow the line of a logical context.
• Divergence. Also called artistic, creative thinking, characterized by a wide range of possibilities.
• Worldview. Determines how broad knowledge and problems a person can include or solve in thinking.
• Depth. Determines how much a person can go into the details of a problem (for example, through analysis).
• Accuracy (reliability). Determines how logical, practical, correct ideas are.
• Independence. The ability to solve problems can be more or less dependent on the help of other people.
• Flexibility. The ability to break away from mental stereotypes, to find the most effective solution to this problem (for example, overcoming functional fixation).
• criticality. The ability to conduct a critical analysis of individual knowledge, the process of solving a problem.

Types

Thinking is divided into several types according to various parameters.

Concrete VS Indicative VS Abstract:

• Concrete - directly related to practical subjects, a person thinks what he will do. This option is impractical, lengthy, tedious.
• Indicative - before starting to do something, a person imagines how it will happen. This option is more practical and faster.
• Abstract - a person does not represent any objects, thinks abstractly. So, for example, mathematical equations are solved.

Analytical VS Synthetic:

• Analytical - analyzes the whole thing, divides it into smaller parts, which are analyzed again.
• Synthetic - combining knowledge and facts into one concept.

In practice, both types are often used.

Convergent VS Divergent:

• Convergent - search for one correct solution.
• Divergent - search for all possible solutions.

Due to the similarity of these types, they are also often used together - first divergent thinking, then convergent thinking.

reasoning

It is a process of thinking in which conclusions are based on information.

Ways of reasoning:

• Deduction is the subtraction of conclusions for a specific case from general rules (one is determined from a set). Example: Socrates is a man → man is mortal → Socrates is mortal. Deduction never brings any new information.
• Induction - goes in the opposite direction than deduction - from one to many. It is about establishing general rules on the basis of specific cases. Example: Peter has a car → Alexander has a car → all men have cars. Inductive judgments are always applied only with a certain probability, never with 100%. All scientific theories are based on inductive reasoning.

Thinking operation and problem solving

Mental operations are purposeful mental manipulation of mental content, aimed at solving both theoretical and practical problems.

Mental operations are divided into 2 categories:

• Logical operations - governed by precise rules that should not be violated. In the process of solving a problem, a person follows an algorithm (just like a computer). The solution is correct and correct. However, in Everyday life this is an impractical and long way.
• Heuristic operations are a shorthand practice of thinking that produces results without individually considering all options and alternative approaches. The results are evaluated in terms of suitable/unsuitable. This option is extremely fast and efficient compared to the previous one, but it is also burdened with a high error rate.

Does the correctness of decision-making depend on the degree of thinking and intelligence?

Reason is not always the key to making the right decisions. This is reported by the British online edition "Independent", referring to the scientific journal "Research Digest". A high IQ can lead to academic success, but the right decisions are made through critical thinking, without undue emotional burden.

Probably, every person has a friend or acquaintance who has an extraordinary mind, but at the same time does a lot of stupid things: either he will lock the keys in the car, or he will be led to Internet fraud.

A high IQ does not necessarily mean that a person has good critical thinking, according to a new study from which the author of the article in the Independent comes.

Thinking and intellect disorders

Mental disorders belong to the field of psychiatry, can be congenital and acquired:

• congenital pathology - oligophrenia;
• acquired pathology.

In both cases, sick people are characterized by a disorder of mental ability, often - daily physical activity, independence.

Philosophy of AI

The philosophy of artificial intelligence (AI) is a branch of philosophy that attempts to answer the following questions:

• What is the essence of intelligence? Can a machine completely replace the thinking of the human mind?
• Is the nature of the computer and the human brain the same? What methods does the human brain use to create consciousness (or at least its illusion)?
• Can a machine have a mind, mental states, consciousness similar to human ones? Can a machine feel?

These three questions about thinking and intelligence in philosophy reflect the different interests of AI scientists. The scientific answer to these questions depends entirely on the definitions of "intelligence", "consciousness", "machine" used.

Intelligence- a set of human mental abilities that ensure the success of his cognitive activity.

In a broad sense, this term is understood as the totality of all cognitive functions of an individual (perception, memory, imagination, thinking), and in a narrow sense - his mental abilities.

In psychology, there is a concept intelligence structures However, the understanding of this structure varies widely depending on the views of a particular psychologist. For example, the famous scientist R. Cattell singled out two sides in the structure of intelligence: dynamic - "fluid" (fluid), and static - "crystallized" (crystallized). According to his concept, "fluid intelligence" manifests itself in tasks, the solution of which requires quick and flexible adaptation to a new situation. It depends more on the genotype of the person. "Crystallized intelligence" is more dependent on the social environment and manifests itself in solving problems that require appropriate skills and experience.

You can use other models of the structure of intelligence, for example, highlighting the following components in it:

• ability to learn (rapid mastering of new knowledge, skills and abilities);
• the ability to successfully operate with abstract symbols and concepts;
• ability to solve practical problems and problem situations;
• the amount of available long-term and operative memory.

Accordingly, intelligence tests include several groups of tasks. These are tests that reveal the amount of knowledge in a particular area; tests that assess the intellectual development of a person in connection with his biological age; tests that determine a person's ability to solve problem situations and intellectual tasks. In addition, there are special tests. For example, on abstract-logical or spatial thinking, on verbal intelligence, etc.

The most famous tests of this type include:

• Stanford-Binet test- evaluates the intellectual development of the child;
• Wexler test - assesses the verbal and non-verbal components of intelligence;
• Raven test - non-verbal intelligence;
• Eysenck test (IQ) - determines the general level of intelligence development.

In the study of intelligence in psychology, there are two approaches: intellectual abilities are innate or develop in the process of individual development, as well as their intermediate version.

DEVELOPMENT OF THINKING

Development of thinking in the process of ontogenesis

Thinking is not formed in a person immediately. In a newborn, it is absent, its activity is determined exclusively by unconditioned reflexes- unambiguous responses to certain stimuli. An infant at the age of several months also does not have thinking, but conditioned reflexes are already forming in it. This means that his brain can flexibly connect two stimuli with each other and respond adequately to them - for example, a baby smiles at his mother and cries at the sight of stranger. Only towards the end of the first year of life do the first elements of thinking begin to appear in the child, and it differs significantly from the thinking of an adult.

According to the Swiss psychologist Jean Piaget, there are four stages in the development of thinking (Table 9.2).

Table 9.2. The main stages in the development of thinking according to J. Piaget

Stage	Age	The content of the stage of development of thinking
Stage of sensorimotor intelligence	1-2 years	Development of the ability to perceive and cognize objects of the real world. By the end of this stage, the child becomes a subject - he distinguishes himself from the world around him.
Stage of operational thinking	2-7 years	Speech develops, the process of internalization of external actions is activated. Development of egocentric thinking (difficulty in accepting the positions of other people)
Stage of specific operations	From 7-8 to 11-12 years old	The ability to give logical explanations for their actions, to move from one point of view to another. Understanding two important logical formulas: if A \u003d B and B \u003d C, then A \u003d C and A + B \u003d B + A. Ability to combine objects into classes
Formal Operations Stage	From 12-15 onwards	Ability to perform mental operations using logical reasoning and abstract concepts

Basic types of thinking

As the human psyche develops in the process of its socialization, the main way of thinking gradually changes from concrete to more abstract, from external, objective to internal.

The first way a child thinks - visual action thinking(aged 1 to 3 years), that is, thinking in the form of practical actions. Little children know the world and draw the first conclusions about its structure, trying objects with their hands, taking them apart and breaking them.

Next step - visual-figurative, that is, thinking in the form of visual images and representations (visual, auditory, tactile). It is most developed between the ages of 4 and 7 years, but persists in adults. This thinking is based on practical reality, but it can already create and store images that do not have a direct analogue in sensations (fairy tale characters).

IN figurative thinking, which is most developed among artists, designers, advertisers, tailors, hairdressers and architects, the material for solving the problem is not concepts, but images - more often visual (for musicians - auditory). They are either retrieved from memory or recreated by the imagination. The predominant role in this type of thinking is played by the right hemisphere of a person. The difference from the previous stage is the widespread use of verbal constructions in the formation and transformation of images, as well as the use of abstract concepts.

abstract-logical(abstract or conceptual) thinking works in the form of abstract concepts, symbols and numbers. In this case, a person operates with concepts, not dealing with experience gained with the help of the senses. For example, the ethical terms "justice" and "conscience", the mathematical terms "degree" and "derivative", the economic terms "balance" or "profit" are abstract concepts and cannot be directly perceived by the human senses.

In addition to classifying thinking according to form, there are other ways to single out certain types of thinking. They can differ in the degree of deployment, in the nature of the tasks being solved, etc.

These types of thinking (except for the third, analyzed earlier) are displayed in Table. 9.3.

Table 9.3.

Specific features various kinds thinking

Kind of thinking	Its feature
theoretical	Thinking based on theoretical reasoning and inference is the knowledge of laws and rules
Practical	Thinking based on judgments and inferences based on solving practical problems. The main task of practical thinking is the development of means for the practical transformation of reality
Discursive (analytical)	Thinking mediated by the logic of reasoning, not perception. Analytical thinking is deployed in time, has clearly defined stages, is represented in the mind of the thinking person himself.
intuitive	Thinking based on direct sensory perceptions and direct reflection of the effects of objects and phenomena of the objective world. Intuitive thinking is characterized by the speed of flow, the absence of clearly defined stages, and is minimally conscious.
reproductive	Thinking based on images and ideas drawn from some specific sources
Productive	Creative Imagination Thinking

Topic: “Thinking. Intelligence. Imagination. Speech".

Thinking - the mental process of reflecting the most significant objects and phenomena of reality, as well as the most significant connections and relationships between them, which ultimately leads to new knowledge about the world.

The source of mental activity of people is real life, practice. Work, learning, play - any kind of activity requires solving mental problems.

Thinking operations:

1. Analysis - mental division of the whole into parts or properties;
2. Synthesis - mental unification of parts and properties of an object or phenomenon into a single whole;
3. Comparison - mental comparison of objects or phenomena and finding similarities and differences between them;
4. Generalization - mental association of objects and phenomena according to their common and essential features;
5. Abstraction - mental selection of essential or features while abstracting from non-essential properties or features of objects and phenomena.

To think abstractly means to be able to some moment, side, feature or property of a recognizable object and consider them without connection with other features of the same object.

Types of thinking:

1. Object-effective thinking - a type of thinking that is carried out only in the presence of objects and direct action with them.
2. Visual-figurative thinking - is characterized by a reliance on representation (images of previously perceived objects and phenomena), and also operates with visual images of objects (drawing, diagram, plan).
3. Abstract logical thinking - relies on abstract concepts and logical actions with them.

The main forms of abstract thinking:

1. concept - a form of thinking that reflects the most general and essential features, properties of an object or phenomenon of the objective world, expressed in words.
2. Judgment - a form of thinking that reflects the relationship between concepts, expressed in the form of an affirmation or negation.
3. inference - a form of thinking, through which a new judgment (conclusion) is derived from one or more judgments (parcels).

Inference is indirect, inferential knowledge.

Intelligence

« Intelligence is the global ability to act intelligently, think rationally and cope well with life circumstances” (Wexler), i.e. intelligence is seen as the ability of a person to adapt to the environment.

Imagination

Imagination - this is the mental process of creating a new one in the form of an image, representation or idea.

The process of imagination is peculiar only to man and is a necessary condition for his labor activity.

Speech

Human speech is the main means of communication, a means of thinking, a carrier of consciousness and memory, a carrier of information (written texts).

Speech, like all the higher mental functions of a person, is the product of a long cultural and historical process.

Speech is language in action. Language - this is a system of signs that includes words with their meanings and syntax - a set of rules by which sentences are built.

Speech has three functions:

1. Significative (designation);
2. generalization;
3. Communication (transfer of knowledge, relationships, feelings);

Significant function distinguishes human speech from animal communication. A person's idea of ​​an object or phenomenon is associated with a word. Mutual understanding in the process of communication is connected, therefore, on the unity of the designation of objects or phenomena by the perceiver and the speaker.

Generalization function related tothat the word also denotes not only a separate, given object, but a whole group of similar objects, and is always the bearer of their essential features.

Communication function , i.e. transfer of information.

If the first two functions of speech can be considered as internal mental activity, then the communicative function acts as an external speech behavior aimed at contacts with other people. In the communicative speech functions distinguish three sides:

1. Informational;
2. expressive;
3. Volitional;

Thinking and intelligence

Introduction

The world is becoming increasingly complex, and in order to quickly adapt to new conditions, each of us needs to learn how to use our brains to the fullest.

But how much do we know about the interaction of this amazing organ with the surrounding reality? Whether you wake up from a dream, digest information, plan for the future, love or suffer - it all happens in your head.

The human brain is an amazing organ, but, alas, almost half of the population developed countries complains about the deterioration of his work. Do you notice anything? Do you remember what you did last Saturday? Do you know by heart the birthdays of all your relatives? And - what is very important - do you do anything to develop your creative abilities?

Our brain consists of approximately 100 billion nerve cells, between which literally hundreds of thousands of electrical impulses jump every millisecond (1/1000 s). Contrary to popular belief, there is absolutely no reason for their performance to gradually deteriorate with age.

What happens in the human brain when it solves a complex problem? Is it true that smart people achieve more in life than stupid people?

Not so long ago, biologists, doctors and psychologists launched a new attack on the mysteries of the brain.

1.What is intelligence? What does IQ say?

Intelligence is a set of human mental abilities that ensure the success of his cognitive activity.

Thinking is the process of reflection in the human mind common properties objects and phenomena, as well as connections and relationships between them. Thinking is a process of mediated and generalized cognition of reality.

For decades, IQ has been considered the main measure of ability. However, it is now known that perseverance, self-discipline and emotional stability are more important for solving complex problems.

These features are mostly innate, but they can be developed by education.

The human mind is undoubtedly the most amazing achievement of evolution, the product of millions of years of brain development.

His unique properties manifest themselves not only in the invention of machines and the creation of literary, musical and other masterpieces.

No less striking are the signs of the mind that do not require any effort or preparation from us - for example, laughter in response to a joke.

“I would like to look at a computer program for a sense of humor,” ironically Douglas Hofstadter, an American psychologist and author of the popular book Gödel, Escher, Bach: Eternal Golden Weaving. “That would be a serious bid for intelligence.”

Everyone wants to be thought smart and hear the same about their children.

However, intelligence is not inherited, that is, it does not depend on, say, the IQ of parents.

Geneticists believe that chromosomes determine our intelligence by 30 percent; the rest is the influence of the environment. However, the dispute about the ratio of innate and acquired in a person is a waste of time, reminiscent of a dispute about what is more important for a tree - climate or soil.

No one knows what factors and in what way form the consciousness of a person.

No one can explain what intelligence is: scientists offer various definitions and criteria. However, in practice, this unique human trait is quantified in several ways.

The subjects are offered to continue the digital series, complete the figure, compare the drawings, draw a logical conclusion, and the like.

According to special formulas and tables, the results of these tests are summarized into a single indicator - the intelligence quotient, or IQ.

But is it possible to measure what is not defined? And, more importantly, how versatile is IQ? Does it allow you to compare different people? Indeed, for many of us, abstract logic is far from the main thing in life.

What percentage of something as complex as intelligence measures IQ?

He, for example, says nothing about our learning ability. This is bad, because sometimes more depends on a person’s potential than on the level he has reached.

Therefore, a high IQ, contrary to popular belief, does not guarantee academic or professional success.

Recognizing that IQ is not informative, many large firms test their employees in special centers where they are asked to solve a series of behavioral tasks that mimic work situations.

Usually such a check lasts two days and takes a lot of effort. This is mainly about role-playing games in which the subject acts as a boss or subordinate and must agree on something, quickly resolve issues, find a common language with colleagues and even make paper models of cars with them.

The jury assesses his abilities according to various criteria, including understanding, leadership style, self-discipline, self-confidence (“assertiveness”).

2. The path to success, creativity

intelligence thinking brain divergent

Traits such as self-discipline, perseverance or ambition are not assessed by IQ, and they are often more important for success in life than pure intelligence.

Remember school or college friends. Everyone will find examples of how an honors student and class leader became an inconspicuous employee, and a loser and slow-witted person, who painfully overcame years of study, turned into a successful businessman, politician, and even scientist.

Can't any of us name a person who is by no means brilliant, but who has settled down superbly in life - a decent job, a happy marriage, numerous friends, obedient children, useful acquaintances? Why such situations - almost a rule?

Intelligence researcher Robert Sternberg tried to answer this question using a parable about two school friends who are very different in character and temperament.

One is considered smart by parents, teachers and friends, and there is every reason for this. His excellent grades and excellent recommendations are the way to a successful career. The second boy's head is far from being so bright. The marks are average, but he has enough common sense and in general he is “on his mind”

Some friends are walking through the forest and suddenly they notice a very hungry and angry bear nearby. The first boy quickly figures out that the beast will overtake them in a maximum of a minute, and falls into a panic. And the second calmly takes off his rubber boots and puts on sneakers. “What a fool you are,” the first shouts desperately. “A man runs slower than a bear.” “I know,” replies the second. “But the main thing for me is to run faster than you.”

The first boy is able to quickly analyze the problem, but his intelligence stops there. The second thinks not so much in depth as in breadth - makes a creative decision, adequately responding to an unusual situation. He demonstrates the so-called practical mind (wit, cunning), that is, a combination of prudence and imagination that helps to achieve the goal.

The ability to be creative, to shape fantasy into logical constructions, obviously depends on sensory experience.

The interaction of individual experiences with what is commonly called intellect is most interesting to study on the example of geniuses, that is, highly gifted individuals.

For example, the Spanish surrealist Salvador Dali (1904-1989), who became famous for his delusional images, executed in a detailed "photographic" style, was sometimes inspired by the changing forms of clouds.

Even the Nobel laureate, the great physicist Albert Einstein (1879-1955) admitted that he did not like formulas. For him, fantastic ideas such as traveling on a beam of light were of decisive importance.

3. Emotions and thoughts

There are no thoughts without emotions. They are inseparable, like two sides of a coin. This allowed Jean Piaget (1896-1980), a Swiss psychologist and pioneer in the study of the intellectual development of children, to speak of a "logic of emotions".

In his opinion, they serve as the engine and conductor of our thought processes, sensations and actions.

It is they who evaluate what is happening in the head and select what exactly to keep in memory.

Events associated with strong feelings or sensory impressions are more easily remembered.

That is why we "live" mainly in the emotional moments of our past.

This selective memory is formed very early. Between the 6th and 20th months of life, a child develops strong emotional bonds with parents and other important people. If this does not happen, a person runs the risk of remaining lonely until the end of his days. Love, as you know, can not be learned from books - it must be experienced.

For an infant, it is tantamount to the certainty that he will cling to his mother's breast at any moment. Then she begins to be associated with caresses and kisses.

Over time, a person includes in its definition such concepts as admiration, pride, condescension, friendship.

4. How many minds do we have?

We have a second type of intelligence that is not measured by IQ tests. The German writer Johann Wolfgang Goethe (1749-1832) wrote about the "education of the heart".

Now it is customary to talk about emotional intelligence (EQ). It includes such human qualities as empathy (the ability to understand the state of another), self-confidence, emotional self-control, character, tact, receptivity.

At the same time, IQ and EQ are not proportional to each other - one has enough of everything, the other lacks one type of intelligence, and the third lacks both at once.

The main property of EQ is the ability to assess one's own emotional state, to "look inside oneself." It is closely related to understanding and controlling one's behavior.

A developed EQ can be called a “cold head with a hot heart”: even when very worried, a person does not allow feelings to influence the quality of his decisions.

This property is vital for psychotherapists and philosophers, who, by occupation, must dispassionately interpret their own and other people's experiences.

A special type of EQ is important for politicians, religious leaders and educators. To work with people, they constantly need to put themselves in their place - to capture the mood, temperament, motives and goals of others, to compare their emotions with their own.

In other words, "inward looking" must be combined with "outward looking" - a quality sometimes referred to as social intelligence.

According to the American professor of psychology Howard Gardner, a person has at least seven types of "mental abilities".

We have already mentioned two aspects of social intelligence. You can add the following "talents" to them.

Speech abilities are a universal feature that characterizes people of any culture, regardless of their level of development. Linguistic intelligence is especially important for poets, screenwriters, publishers and public speakers.

Man differs from other animals in the ability to speak, to express his thoughts. By what and how it is said, one can judge the feelings of the speaker. Thinking is impossible without speech, but it is inextricably linked with emotions.

The logical-mathematical apparatus is also characteristic of all of us, even those who do not know how to count.

Spatial orientation is another intellectual ability that is very important in any society. Without it, people would not only get lost on the high seas, but would not even get home from work. This quality is especially developed among sculptors, architects, and cartographers.

Physical-kinesthetic intelligence is a special type of mind. It allows us to assimilate the most diverse movements. The ability to ride a bicycle or crochet remains with a person for the rest of his life.

Finally there is the Musical Intelligence. A musician lives in each of us - we easily turn sounds and rhythms into melodies. Those who are especially gifted can use special tools for this.

5. Thinking, fighting chaos

Have you ever had this: you don’t know where to start from?

If so, then it's time to think about more effective problem-solving strategies. Learn to look at them in the root.

Margarita lives with her family in the suburbs of the metropolis. On weekdays, she has to wake everyone up, feed breakfast, take her husband Anton to work, her eldest daughter Marina to school, her youngest Arina to kindergarten, and be at her office by 9.00. How can a person be so successful? Breakfast alone takes up a lot of time, especially if family members have different needs: Anton wants coffee, Marina likes scrambled eggs, and Arina wants a chocolate breakfast.

In general, this is a matter of organization: acting according to the plan, Margarita keeps everything under control. However, every evening she carefully considers the next day. If you plan on the go in the morning, problems will simply overwhelm you with a stormy stream, leaving no time to think.

You will have to switch to emergency mode, that is, choose not the best option, but the lesser of evils.

What exactly does Margarita do? Firstly, everything that is possible is cooked in the evening. Secondly, something is done at the same time: while the water boils, the eggs are fried and the milk is heated. While the coffee and eggs are cooling down, the ready-made breakfast is mixed and the sausage is cut. Thirdly, there is a system of priorities. First, the youngest is brought to the kindergarten, so the children are accepted very early, then the eldest goes to school, then the husband goes to work.

Margarita keeps her entire schedule in her head. She perfectly remembers what is important, what can wait, and what is not necessary at all.

In her schedule, she singled out constants and variables, not forgetting to leave a "reserve" for unforeseen circumstances.

Margarita simplifies her life, not only getting rid of unnecessary everyday troubles, but also constantly improving and extending to others a winning strategy that is suitable for any, including much more stressful situations.

Without this or that “management”, it is difficult to cope even with everyday affairs, not to mention family holidays or trips.

Experts believe that organizing a noisy birthday party with many guests is comparable in complexity to the work of the director of a large company.

6. Monks from Varanasi

According to this legend, in the temple of the northern Indian city of Varanasi, monks from time immemorial have been fiddling with a pyramid of 64 gold plates, folded in descending order of size - the largest at the bottom, the smallest at the top.

They must move this structure to another place, but with the condition that only one plate can be dragged at a time. True, it is allowed to use a third point as a transshipment point. However, in any case, the plates should be stacked on top of each other in descending order of size, that is, the smaller one on top of the larger one, and, of course, be removed only from above.

An ancient prophecy says that when the monks complete this work, their temple will turn to dust, and the Earth will dissolve into nothingness. But when will the world end?

This question interested the French mathematician Edouard Luc, he carried out the corresponding calculations and obtained an accurate result. If one transfer of each plate takes only a second, from the beginning to the end of the fateful manipulations should take about 580 million years.

About 100 years ago, the legend of the golden plates of monks from Varanasi gave rise to the still popular board game dubbed the "Tower of Hanoi".

It exists in different versions, but they have the same essence. And the conclusion is also unambiguous: the seemingly overwhelming problem is eventually resolved, and this is not done immediately, but gradually, step by step.

If the number of plates is reduced to two, the task is extremely simplified. anyone can solve it in three moves - if, of course, he does the first of them correctly.

Game situations are in many ways similar to real ones. First of all, one must always clearly separate the main from the secondary. Since each little thing often brings with it a new task, there is a danger in the search for ever-increasing side solutions that the goal is so diverted from the goal that it completely disappears from sight.

Our brain automatically develops the optimal strategy for solving a problem, given fallback options. Usually people use schemes that have already brought success in similar situations. Often we are not even aware of the stereotype of our choice.

However, the more actively a person recalls past experience, the better he understands what to do in a given situation, since the problems in our life, whatever one may say, are quite the same type.

If you don't think through the first step properly, you're in for an extra headache. Unfortunately, there is no perfect recipe for all diseases. Each of us has our own approach to solving complex problems.

Depending on the situation, different strategies bring success.

The conclusion is obvious: the more of their options are prepared in reserve, the higher the chances of getting out of a difficult situation in the best way

7. Out of the box thinking. A new look at old problems

The invention of the bicycle was undoubtedly a major technical achievement. However, in early models, the pedals were attached directly to the axle, and you had to turn your feet too fast.

The way out was found in a strong increase in the front wheel, which raised the rider high above the ground. The speed of movement, of course, increased, but the car became too bulky and unsafe for mass use.

The appearance of chain transmission at the end of the 19th century solved the problem. Each of us now and then encounters such a “revolution in consciousness” in our own lives.

Knurled schemes do not always allow you to achieve the intended goal. Applying them, you become more and more entangled in the complexities and are already ready to recognize the problem as unsolvable. However, sooner or later a completely new way comes to mind. Often the solution is right in front of us, but we simply do not notice it.

The car does not start, the computer is weird, the annoying client does not allow it to work normally. It is not necessary to count on help, but it is necessary to solve the problem as soon as possible. How often in such situations we do not notice the forest behind the trees: the way out is obvious, but we are so accustomed to old door that don't even look in the other direction.

So it was with the masters of cycling. Luckily, the huge wheels were made in the same locksmith shops as the drive chains. Finally, one of the workers suggested the obvious: transfer the chain drive from a special gear to the wheel axle, and, for convenience, the rear one. We see the result on our streets.

Estimate, for example, whether you are inclined to deviate from official or technical instructions. If yes, then you will yawn the car, replacing the blown fuse with a paper clip; tame your computer by "incorrectly" restarting it several times in a row; Calm down a boring client with a gift from the firm.

As they say, another flash of inspiration has visited your head. These "eurekas" usually happen when you least expect them.

The researchers calculated that only 4 percent of the brilliant ideas that change the policy of the company arise directly in the offices of its management.

Inspiration is much more likely to strike managers when they shower, eat breakfast, take a walk, get stuck in a traffic jam, shake on a bus, or enjoy a concert.

In Greek "Eureka!" means "Found!" (in the sense of a decision). So, according to legend, the great Greek scientist Archimedes (circa 287 - 212 BC) exclaimed, jumping naked out of the bath, when he discovered his well-known law: a buoyant force equal to the weight of the liquid displaced by it acts on a body immersed in a liquid.

Since then, for inventors and discoverers, the word "eureka" has been synonymous with brilliant creative insight.

The great physicist Isaac Newton (1642-1727) formulated the law of universal gravitation after seeing an apple fall to the ground.

The famous Nobel laureate Albert Einstein (1879-1955) said that the best ideas come to him while shaving.

French mathematician Jules Henri Poincaré (1854-1912) found an elegant solution to the most difficult problem, getting on the bus. “I was heading to Coutances,” he recalled, “without thinking about work at all, and when I put my foot on the step, I suddenly clearly imagined this formula.”

Most people are inspired. You can call these moments unexpected bringing thoughts in order.

The German astronomer Johannes Kepler (1571-1630) spoke of a feeling of "wonderful clarity" that came over him when he discovered the laws of planetary motion.

Even if the flash of inspiration does not clarify all the details of the solution, you intuitively feel that it has been found.

8. Non-standard thinking. winding path

Inspiration is associated with almost all aspects of human life. However, unlike mathematical calculations, this phenomenon is rooted in the subconscious.

Explaining to others what is very clear to you is often difficult. That is why there are so many psychics and prophets around who claim that secret knowledge was given to them “from above”.

Most of the insights are like long-growing abscesses - this is the result of repeated ethereal searches for an answer to an exciting question. On average, 65 quite obvious considerations are needed to formulate a new thought.

Usually a fresh idea develops imperceptibly in the depths of the brain. Scientists call this the "internal incubation period": while one part of the psyche deals with current issues, the other is experimenting with the accumulated material, trying to use it to the maximum.

However, for most of us, in order to shout "Eureka!", we need to prepare a little, or rather, break away from the automatic and monotonous performance of everyday activities. Routine kills inspiration.

We too rarely think about simple things and forget that any purposeful actions - solving equations, riding a bicycle - involve not only stereotyped movements, but also the work of the brain.

At the same time, it is the routine that contains the solution to most problems. It is paradoxical, but true: the essence of a brilliant invention is always the Saami's usual process.

The discovery lies before us - we just need to "cut off everything superfluous from it."

A good example is radiation therapy for cancerous tumors.

In the early years of its use, doctors faced a serious problem: radiation not only suppressed malignant growth, but also affected healthy tissues that received too high a dose of radiation.

The solution was found unexpected, but surprisingly simple.

The source of radiation began to rotate around the patient so that the beams constantly remained focused on the tumor. As a result, it is destroyed, and the surrounding tissues are irradiated much weaker and do not suffer seriously.

9. Brainstorm. divergent thinking

One of the most effective methods of creativity is brainstorming, proposed in 1948 by Alex Osborne, who defined four rules for this process: any idea is expressed; the more ideas, the better; all ideas are discussed; any combinations, modifications, or refinements of the ideas expressed are welcome.

How effective this method is, demonstrates the example of the American space agency - NASA.

Designers, thinking about how to replace the lightning in the astronauts' space suit, tried out the method of maximum free associations.

A word was taken at random from the dictionary, and everyone fantasized how to connect it with a clasp.

The image of the "forest" made someone think of thorns clinging to clothing. Thus, a new type of fastener was born, known to us as Velcro.

New solutions are usually born when your thoughts are not constrained by any framework. The optimal result is obtained not only by concentration, but also by maximum openness to impressions - using both the brain and the senses.

Psychologists define such a free search for associations as "divergent" (divergent) thinking.

It is the opposite of "convergent" (converging), when different objects are looking for common features.

This method is typical of IQ tests and usually assumes a single answer.

10 Training of intellect and thinking

Standing up from a chair seems like a simple matter, but it is a coordinated sequence of many movements. The work of more than two dozen muscles is controlled by thousands of signals that go to and from them along the nerves, spinal cord and brain.

At the same time, other systems continuously monitor the balance of the body, ensuring its instantaneous adjustment. The latter task requires the interaction of the vestibular apparatus (in the inner ear), eyes, cerebellum and the cerebral cortex - its motor area.

What seems simple and natural is in fact a high skill acquired by us in early childhood. Moreover, all the necessary systems are activated automatically in a split second.

"What is this old man doing in my bedroom?" the elderly woman shouted, demanding to call the police. She did not recognize her own husband in the sleeping man. This is a symptom of a special form of dementia (usually age-related) described by the German physician Alois Alzheimer (1864-1915). The disease is characterized by the worst type of forgetfulness: people remember what happened decades ago, but current events completely disappear from their heads in a mere half an hour.

Recently, scientists have found that there is a hereditary predisposition to Alzheimer's disease.

Nerve cells do not regenerate. A person has about 100 billion of them, and everything is already in place by the time of birth. Then new connections are established between them, but at the same time there is a death. And new cells, alas, are no longer formed.

However, youth is a relative concept. Many people retain amazing vivacity of body and spirit until old age. This primarily applies to creative natures, often continuing to work literally until the last breath.

The French writer Simone de Beauvoir (1908-1950) was engaged in fiction until the age of 85.

English playwright, Nobel laureate George Bernard Shaw (1856-1950) composed until the age of 93.

The German philosopher Hans Georg Gadamer (1900-2002) lectured at the age of 98, surprising students with his quickness of mind.

These and many other examples show that, by continuously training the brain, it is possible to compensate for the inevitable death of nerve cells until old age - apparently, by the quality of the work of the remaining ones.

Moreover, intellectual activity seems to prolong a person's life.

The connection of a highly developed intellect with longevity was found among nuns. They all lead healthy lives, so they usually reach a respectable age. They were assessed by the level of intelligence. It turned out that the most "gifted" of them live to an average of 88 years, while others - only up to 81.

Highly educated people are four times less likely to suffer from brain atrophy than poorly educated people with no special interests.

In other words, the brain, like muscles, requires regular exercise to develop and maintain strength.

By looking after our mental health, most of us can resist age-related decline in mental abilities.

11. Beyond Thinking

Our brain analyzes objects, that is, decomposes them into many components and stores them separately. For example, visual images and names are in "different corners" of memory. As a rule, a certain concept is immediately associated with each of them: “chair - sit”, “poet - Pushkin” ... Usually we have enough of such simple connections, but some tasks require other, less obvious parallels. Imagination is, in principle, a synthesis of new combinations from fragments of different concepts far scattered in memory.

As a result of using the method of free associations, a chair that is both wooden, tall, beautiful, and so on, can become fuel (+ stove), stairs (+ chandelier), a work of art (+ museum).

The same method has been used by psychoanalysts for more than a century: in order to clarify the subconscious conflict that torments the patient, they ask him to name any concepts that pop up in his head in connection with the proposed word. (Pushkin is a poet, sideburns, a duel, Dantes ...)

12. Journey through the sleepy kingdom

Fantasy that does not recognize any boundaries sometimes suggests a solution to the most complex scientific problems.

The famous German chemist Friedrich August Kekule von Stradonitz (1829-1896) dreamed of monkeys dancing in a round dance, and then a snake biting its own tail. Like all organics of that era, he tried to understand the structure of the benzene molecule. Dreams prompted the answer: this is a ring.

Dreams have inspired many writers and artists.

For example, the Scotsman Robert Louis Stevenson (1850-1894) wrote his most famous novels, including Treasure Island, based on images and plots that appeared to him in a dream.

Usually we do not influence what we dream. However, experts distinguish a special "interactive" type of dreams in which you do not play the usual role of a passive spectator in a night cinema, but are both the main character and screenwriter.

According to psychologists, such a dream can be learned with the help of a special training program. Its interactive story is more memorable, and as a result, you get an additional source of rather extraordinary data for your creativity.

13. The Secret of the Blind Spot

We all tend to have a blind spot in relation to certain people, activities, events.

This means that we do not take seriously, or even do not notice something important and even potentially dangerous for us.

For example, when driving a car, for obvious reasons, we do not see much behind and to the side of us - and in fact, from there, in principle, any surprises threaten.

A blind spot is also called a special part of the visual field.

Let's do an experiment.

Close your left eye, and with your right eye, stare at the first letter in this line. Now slide your finger along the line to the right. Follow it out of the corner of your eye while continuing to look at the letter. By the middle of the page, the finger will “disappear”, and then reappear.

This phenomenon has been known for a long time and is explained by the absence of light-perceiving receptors in the retina at the point of departure from the eyeball of the optic nerve. There's a small gap in our field of vision.

However, it is not the very presence of this blind spot that is interesting, but the fact that we do not notice it. Usually we look around with both eyes, which are also constantly moving, changing the angle of view on the environment, and as a result, one compensates for what is missed by the other.

However, looking even with one eye, we will not notice a blind spot. This is explained by the peculiarities of information processing in our brain.

By processing signals from the retina, the brain, using the accumulated information, simply “draws” the empty part of our field of vision so that it matches its environment.

For example, when reading lines, we do not see all the letters at once, but we are sure of their presence. Such omissions also occur in the thought process.

A quick and easy solution is literally in front of our noses, but we do not notice it, and then we are surprised: “How did I not realize it?” or “It was spinning in my head.”

14. Food for thought

The brain accounts for only 2 percent of body weight, but it consumes 20 percent of our energy - almost exclusively in the form of glucose.

To give the brain enough fuel, we must eat as many “complex carbohydrates” (polysaccharides) as possible.

Probably the best sources are rice, bread, potatoes, and whole grains, which should provide us with about 410 percent of calories.

For optimal brain function, a normal metabolism is necessary, and for its reactions - all vitamins known to science.

The lack of at least one leads to absent-mindedness, forgetfulness, fatigue, depression.

For example, vitamin C is now called "intellectual" - a correlation has been established between its level in the body and IQ.

One kiwi fruit or a glass of grapefruit juice provides us with ascorbic acid for the whole day.

For nerves, B vitamins are useful, especially B12, which is abundant in the liver and eggs.

The same sources are rich folic acid, which is believed to support a taste for life.

Minerals are essential for a variety of reactions, including nerve conduction of electrical impulses.

Deficiency of calcium, potassium or sodium is especially dangerous. It will immediately lead to a sharp decrease in our performance.

Among micronutrients, most often there is a lack of iron, which is necessary for supplying oxygen to all tissues.

Symptoms of this deficiency include fatigue, restlessness, and distraction.

15. Physical nature of thinking

What is the physical nature of thinking? There is much unclear here, but, obviously, at first the object is perceived as a generalized whole. That is, we understand that we see a tree, even if we do not distinguish whether it is a pine, an oak or a birch.

Similarly, the image of a deciduous (or coniferous) tree stands out, and then attention is drawn to the leaves, flowers, growth form.

The search for an explanation of this phenomenon is one of the main tasks of cognitive psychology. She singles out, for example, the problem of the "object-background", trying to determine by what signs we distribute various elements that fill the field of view, for example, strokes in a picture (naturally, realistic), among images that are significant to us.

A possible approach to solving this problem emerged in the late 1980s. Neuroscientists have found that responding to an object fires neurons in a wide variety of brain regions (cats).

Obviously, they jointly process the information received, and speaking specifically, for some time they give 40 pulses per second.

This discovery excited the researchers.

Has the physical basis of consciousness, or at least the recognition of objects, been found? Maybe this means that we are aware of them when a group of neurons spontaneously arises with an impulse, the frequency of which is 40 hertz.

16. Thinking, intelligence, speech

After a severe head injury, a Frenchman named Leborgne uttered only one word "Tan" and was nicknamed Tan-Tan.

He spent the rest of his life in an insane asylum. The patient's brain after his death was studied by the French surgeon Paul Broca (1824-1880). He confirmed his guess: Tan-Tan had damage to a certain area of ​​\u200b\u200bthe left hemisphere - the so-called motor speech zone, or Broca's center.

In 1874, a young German psychiatrist, Carl Wernicke (1848-1905), studied a group of patients with a strange symptom. They could speak coherently, but often used words that fell out of context.

And, unlike Tan-Tan, they did not understand someone else's speech. Despite normal hearing, they could not "decipher" the meaning of the phrases, no matter what language they sounded in.

As a result, it became clear that normal speech requires understanding of others. Phrases heard or read are first processed in the sensory speech area (Wernicke's area), usually located in the left hemisphere. Here speech is filled with meaning.

However, in order to speak for ourselves, we need Broca's movement center located elsewhere.

The emergence of articulate speech was undoubtedly a decisive step in human evolution. This affected all aspects of the life of our ancestors - tools became more complex, new social relations arose, permeated with rituals, the beginnings of mythology and religion - what we call spiritual culture.

Significantly enlarged brain. Apparently, this was at least partially required to process a new type of information, the volume of which began to constantly increase, accumulating in each generation.

The formation of modern speech went hand in hand with the development of the conceptual structure of our consciousness.

The ability to name objects means the ability to abstract from them, to classify the surrounding reality.

However, the relationship between speech and logical thinking is very complex.

Having lost the speech centers of the brain as a result of an injury, people do not necessarily become complete idiots.

Moreover, the ability to compare and systematize concepts arises even among those who have never spoken in their lives.

Thinking develops independently of speech, although under its influence.

Conclusion

Suppose we have developed our emotionality to the maximum. Does this mean happiness? Research shows that personal satisfaction does not depend on the level of certain intellectual abilities.

Adequate behavior is provided only by the interaction of all manifestations of the intellect. And in this sense, the mental development of all its members is useful to society.

Ignoring any aspects of the intellect, say, by school programs, is fraught with the appearance of personal "distortions" with fatal consequences for individuals and the population as a whole.

So, intelligence and thinking are two sides of the same coin.

For several years now, neuroscientists have been studying the mechanisms of thought processes. They identified parts in the brain specialized for various types of intellectual tasks - such as "formulation", "recognition", "listening". According to neuroscientists, such mental structures are formed in the first years of life.

If children grow up in an environment with a lack of incentives, their mental development lags behind the norm.

In the complete absence of external stimuli, nerve connections in the brain are not formed at all.

Although the foundations of intelligence are laid down in the genes and are formed in the first years of life, the human mind, of course, develops throughout life.

Stopping to think, the brain begins to degrade. Its regular training allows you to maintain an amazing clarity of mind even in old age.

Bibliography

1. Sheppah D., "Thought, Mind, Intelligence", 2003, "Reader's Digest"

Velichkovsky BM, Kapitsa MS, Psychological problems of the study of intelligence. Moscow: Nauka, 1987

Gilford J. Structural model of intelligence. Moscow: Progress, 1965

Gilbukh Yu.Z. Mentally gifted child. Psychology, diagnostics, pedagogy. Kyiv: Research Institute of Psychology, 1992

Gurevich K.M. Intelligence tests in psychology. 1980. No. 2.

Druzhinin V.N. Intelligence and productivity of activity: a model of "intellectual range" Psychological journal. 1998. Vol. 19. No. 2.

Karpov Yu.V., Talyzina N.R. Criteria for the intellectual development of children // Questions of Psychology. 1985. No. 2.

Leites N.S. Age giftedness of schoolchildren. Moscow: Academy, 2000

Newcomb N. Development of the child's personality. St. Petersburg: Peter, 2002

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Thinking and intelligence are close terms. Their relationship becomes even clearer when translated into words from the ordinary Russian language. In this case, the word "mind" will correspond to the intellect. We say "intelligent person", denoting by this individual differences in intelligence. We can also say that the child's mind develops with age - this conveys the problem of the development of the intellect.

To the term "thinking" we can assign in our ordinary language the word "thinking" or (less normatively, but perhaps more accurately) "thinking". The word "mind" expresses a property, ability; thinking is a process. When solving a problem, we think, and do not “be clever” - this is the sphere of the psychology of thinking, not intelligence. Thus, both terms express different aspects of the same phenomenon. An intelligent person is one who is capable of carrying out thought processes. Intelligence is the ability to think. Thinking is a process in which the intellect is realized Ushakov D.V. Thinking and intelligence // Psychology of the XXI century / Ed. V.N. Druzhinin. M.: Per Se, 2003, p. 291..

Thinking and intelligence have long been considered the most important and distinctive features of a person. No wonder the term "homo sapiens" is used to define the type of modern man - a reasonable person. A person who has lost sight, hearing or the ability to move, of course, bears a heavy loss, but does not cease to be a person. After all, the deaf Beethoven or the blind Homer are considered by us as great personalities. The one who has lost his mind seems to us struck in the very essence of man.

The description of different kinds and types of thinking is based on the premise that there is no thinking at all: thinking is heterogeneous and subject to detailing. Different types of thinking are divided according to their functional purpose, development, structure, means used, cognitive capabilities.

In psychology, the most common is the following classification of types of thinking: visual-effective, visual-figurative, verbal-logical. This classification is based on the genetic principle and reflects three successive levels of development of thinking. Each of these types of thinking is determined by two criteria. One of them (the first part of the names) is the specific form in which it is necessary to present a cognizable object or situation to the subject in order to be able to successfully operate with them:

The object as such in its materiality and concreteness;

The object depicted in the figure, diagram, drawing;

An object described in one or another sign system.

Another criterion (the second part of the names) is the main ways in which a person learns the world around him:

Through practical action with the object;

By operating with figurative representations;

Based on logical concepts and other symbolic formations.

The main characteristic of visual-active thinking is determined by the ability to observe real objects and learn the relationship between them in the real transformation of the situation. Practical cognitive objective actions are the basis of all later forms of thinking. With visual-figurative thinking, the situation is transformed in terms of an image or representation. The subject operates with visual images of objects through their figurative representations. At the same time, the image of the subject makes it possible to combine a set of heterogeneous practical operations into a coherent picture. Mastering visual-figurative representations expands the scope of practical thinking.

At the level of verbal-logical thinking, the subject can, using logical concepts, learn the essential patterns and unobservable relationships of the reality under study. The development of verbal-logical thinking rebuilds and streamlines the world figurative representations and practical actions.

The described types of thinking form the stages of development of thinking in phylogenesis and ontogenesis. They coexist in an adult and function in solving various problems. Therefore, they cannot be evaluated in terms of greater or lesser value. Verbal-logical thinking cannot be the “ideal” of thinking in general, the end point of intellectual development.

Intelligence (from Latin intellectus - understanding, understanding, comprehension) in psychology is defined as a general ability to know and solve problems, which determines the success of any activity and underlies other abilities. The intellect is not reduced to thinking, although mental abilities form the basis of intellect. In general, the intellect is a system of all human cognitive abilities: sensation, perception, memory, representation, imagination and thinking. The concept of intelligence as a general mental ability is used as a generalization of behavioral characteristics associated with successful adaptation to new life tasks.

In 1937, D. Wexler proposed the first version of his test for measuring intelligence. He created a scale for measuring intelligence not only for children, but also for adults. The Wexler intellectual scale for children has been translated into Russian, adapted and widely used in our country. The Wechsler scale differed significantly from the Stanford-Binet test. The tasks that were offered to the subjects according to the method of L. Termen were the same for all ages. The basis for evaluation was the number of correct answers given by the subject. Then this number was compared with the average number of responses for the subjects of this age group. This procedure greatly simplified the calculation of IQ. D. Wexler proposed a qualitative classification of the levels of intelligence development, based on the frequency of occurrence of a certain IQ:

69 and below - mental defect (dementia);

70-79 - borderline level of development;

80-89 - reduced rate of intelligence;

90-109 - average level of intelligence;

110 - 119 is a good norm;

120-129-high intelligence;

130 and above - a very high intelligence.

Currently, interest in intelligence tests has significantly weakened, first of all, this is due to the low predictive value of these methods: subjects with high scores on intelligence tests do not always achieve high achievements in life, and vice versa. In this regard, the term “good intelligence” even appeared in psychology, which is understood as intellectual abilities that are effectively implemented in real life human and contributing to his high social achievements.

Today, despite attempts to isolate new "elementary intellectual abilities", researchers are generally inclined to believe that general intelligence exists as a universal mental ability. In connection with the progress in the development of cybernetics, systems theory, information theory, etc., there has been a tendency to understand intelligence as the cognitive activity of any complex systems capable of learning, purposeful processing of information and self-regulation. The results of psychogenetic studies indicate a high level of genetic conditioning of intelligence. Non-verbal intelligence is more trainable. The individual level of intelligence development is also determined by a number of environmental influences: the "intellectual climate" of the family, the birth order of a child in the family, the profession of parents, the breadth of social contacts in early childhood, etc.