АННОТАЦИЯ
The construct of intellectual competence, understood as a special type of knowledge organization, is considered in terms of conceptual, categorical, semantic abilities and cognitive-and-personality components of mental activity (cognitive demands, flexibility, critical, creative, selectivity, rationality, reflexivity, independence, dialogue, general intellectual culture). Participants: 102 students (59 girls and 43 boys) 9th grade Moscow school at the age of 15 years. Methods: "generalization of the three words" (Kholodnaya, 2002), "conceptual synthesis" (Kholodnaya, 2002), "The visual semantics of words" (Artemieva, 1980), "The semantic differential" (modification, Kholodnaya, 1983), "Features of thinking"(Sipovskaya, Kholodnaya, 2010). According to the results of the factor analysis, the structure of intellectual competence can be described by semantic abilities (differentiated measure of sensory activities). Indicators of cognitive and personality components of mental activity (cognitive needs, criticality, creativity, selectivity interests, rationality, reflexivity, independence, dialogue, common intellectual culture) associated with the conceptual and categorical abilities. The results display the complexity of cognitive-and-personal structure and the principle of multi-level organization of intellectual competence in late adolescence. The structure of intellectual competence in late adolescence opens out mental space, starting with the primary emotional-and-evaluative perception of an object (semantic abilities). Lack of correlations between indicators of intellectual competence and conceptual and categorical abilities, as we assume, may be due to immaturity of the higher levels of conceptualization needed to expand the intellectual capacities of adolescents. This assumption is supported by the lack of correlations between intellectual competence and indicators of cognitive-and personality components of mental activity. These results enable the opportunities study manifestations of intellectual competence in childhood. This, in turn, will explore the development of competence in ontogeny and mechanisms for its formation, and will contribute to the development of new methods of diagnosis of intellectual competence.
ЦИТАТА
Sipovskaya, Y.I. Cognitive structure of intellectual competence in late adolescence / Y.I. Sipovskaya // Humanities and Social Sciences Review. – 2015. – Т. 4. – № 1. – P. 497-503
