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  • This article stresses the social importance of the problem of giftedness and in this connection the necessity to clarify this concept scientifically. The history of this problem reveals the origins of reduction of the concept and the wide-spread notion of giftedness as "intelligence level above average."There are two reasons of it: 1) Galton's components of giftedness were put into a complex; 2) there were no measuring techniques of this complex. The unit of the analysis of giftedness was formed after Galton's notion of giftedness as comprised of components was supplemented with the method of measurement -"systematic observation"- and understood as an ability to generate activity at one's own initiative. Then it became possible to realize Galton's concept of giftedness as a manifestation of mind and character. (PsycINFO Database Record (c) 2017 APA, all rights reserved) (Source: journal abstract)

  • Background: Development of a creative personality is considered among the priority tasks for the modern education system of the Russian Federation. The article presents a critique of the education system imposed on Russia, which can be represented in the image of “up the stairs leading down”. The author emphasizes the relevance of providing the rationale for the essential factors in the educational process in order to ensure the development of students’ creative abilities, which should not be reduced only to the development of their intelligence. Objective: Identification and justification of the dominant factors in the educational process aimed at developing the students’ creative abilities. Study Participants: Children (from older preschoolers to school graduates), university students, and specialists of various occupations took part in the long-term research. The studies were carried out in Moscow and the Moscow region, as well as in other regions of the Russian Federation and abroad. Method: The author’s method “Creative Field” was implemented in a number of relevant techniques taking into account the age characteristics of the subjects. The techniques are based on different materials, which made it possible to conduct cross-sectional experimental studies on a large sample of subjects of different ages and professions, as well as a number of longitudinal studies lasting from 10 to 54 years. Results: The analysis of experimental studies shows that creativity as the ability to develop activity on one’s own initiative is possible only if there is a unity of the level of intelligence development corresponding to the task and the dominance of cognitive motivation in the personality structure. The integration of these factors determines the mechanism of creativity. The author has substantiated the dominant factors of the educational process aimed at developing the students’ creative abilities. Conclusions: The development of intelligence increases the possibility of mastering complex activities, and the dominance of cognitive needs gives rise to the ability to be creative. The decisive role in the development of a student as a creative personality is the teacher’s position as of researcher and the value of knowledge. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)

  • Discusses the theories and research of S. L. Rubinshteyn (1958, 1959), J. P. Guilford (1967, 1971), and E. P. Torrance (1967) on the assessment of creative intelligence. The biological basis of creativity, early manifestations of giftedness, intellectual aspects of creativity, and the development of creative potential are examined. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Última actualización de la base de datos: 2/10/26, 5:50 (CEST)

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