ИССЛЕДОВАНИЕ ПРОБЛЕМЫ ИНТЕЛЛЕКТА И МЫШЛЕНИЯ В ПСИХОЛОГИИ.

Аннотация

Although the problem of psychological diagnosis of intelligence in continuing education is one of the important tasks of psychological research in our republic, the selection and implementation of important methodologies for researching problems in this direction is a long way for the researcher. it is natural to impose complex tasks. The world experience in psychodiagnostics of mental abilities and intelligence has its high and significant results. Key words; Intellect, thinking, mind, mind, mental ability, S.I. Ojegov, ability, continuous education, A.Bine, diagnostics, mental tests, natural, special abilities. ИССЛЕДОВАНИЕ ПРОБЛЕМЫ ИНТЕЛЛЕКТА И МЫШЛЕНИЯ В ПСИХОЛОГИИ. Аннотация. Хотя проблема психологической диагностики интеллекта в непрерывном образовании является одной из важных задач психологических исследований в нашей республике, выбор и реализация важных методологий исследования проблем в этом направлении представляют собой долгий путь для исследователя. естественно ставить сложные задачи. Мировой опыт психодиагностики психических способностей и интеллекта имеет свои высокие и значительные результаты. Ключевые слова: Интеллект, мышление, разум, ум, умственные способности, С.И. Ожегов, способности, непрерывное образование, А.Байн, диагностика, умственные тесты, природные, специальные способности. Introduction: According to the philosophical definition, intellect is the mind (from the Latin intellectus - mind, mind) - it is the general mental potential of a person, the level of realization of his abilities that he uses appropriately to adapt to life. The explanatory dictionary of S. I. Ojegov gives the following definition: "mind (consciousness) is the ability to think, the intellectual beginning in a person" [Ojegov 1999: 249]. It follows that the concept of "intellect" itself is closely related to the concept of "ability". In a general sense, abilities are individual personal characteristics that are subjective conditions for the successful implementation of a certain type of activity. Although the problem of psychological diagnosis of intelligence in continuing education is one of the important tasks of psychological research in our republic, the selection and implementation of important methodologies for researching problems in this direction is a long way for the researcher. it is natural to impose complex tasks. The world experience in psychodiagnostics of mental abilities and intelligence has its high and significant results. The study of intelligence in world psychology was carried out by the French psychologist A. Binet at the end of the 19th century. Initially, A. Bine, in cooperation with his students, developed a set of psychological mental tests to determine the level of development of children's intelligence. A. Bine's research was based on the functional psychological theory, which had a dominant position at that time, and the idea that mental development is the result of the 9 87 International scientific journal ISSN: 2181-3906 «MODERN SCIENCE АND RESEARCH» 2023 VOLUME 2 / ISSUE 11 / UIF:8.2 / MODERNSCIENCE.UZ development of several natural innate functions prevailed. Based on this concept, A.Bine chose such questions for the test assignments, which significantly reduced the child's ability to use his previous knowledge and skills. A. Bine's success was that he reasonably proved that it is necessary to create a set of tests, specific for each age period, designed to measure the mental capabilities of different age periods. He expressed his opinion that the test should be independent of school knowledge, only then it is possible to check the level of mental development (intellect) of the child. At the beginning of the 20th century, research on the study of intelligence was further developed. After the tests of A.Bine-Simon, a number of tests with a different form and appearance, their specific systems and new modifications of the tests of these authors appeared. As a result of the emergence of a system of tests in various forms and forms and the development of a large number of modifications of a number of tests, new researches began to be carried out. Therefore, in the 1920s, test research spread throughout the world and standardized tests appeared. In 1921, the "Psychological Education" magazine published a debate organized by leading American psychologists on the subject of the test. When researchers were asked about the best way to explain and study intelligence, although their conceptions of intelligence were mutually exclusive, almost all of them rated test research as the most appropriate, most effective method. For example, L. Termen "Intelligence is the ability to think abstractly", E. Thorndike "intelligence is the correlation of knowledge and their support in adapting to the environment", H. Woodris "Intelligence is the ability to acquire knowledge" they say. Intelligence tests of foreign scientists such as Cattell, Segen, A.Bine and Simon, Stern, Thermen, Thurstone, J. Piage