Научно-методический журнал Scientific and methodological journal 2009 жылдың қыркүйек айынан бастап шығады Издается с сентября 2009 года



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I
ntroduction.
In the Renaissance, a study 
of the nature of giftedness was carried 
out by the Spanish scientist Juan Huarte, who 
considered individual differences in abilities for 
the purpose of further professional selection.
The representative of the era of enlighten-
ment, the English educator John Locke put 
forward the theoretical position "the process of 
cognition arises in experience and on the basis 
of experience, the human mind is a"pure board". 
Most scientists of the era of enlightenment 
insisted on the idea that "each person can be 
developed to the highest degree of genius, it's 
all in the conditions in which he turned out to 
be".
At the end of the nineteenth century, an em-
pirical approach to the study of giftedness made 
it possible for the English scientist Francis 
Galton to put forward the idea that "outstanding 
abilities are the result of the action of hereditary 
factors”.
At the beginning of the 20th century, the 
term "intellectual giftedness" was introduced 
in psychology and then in pedagogy, it was 
associated with the name of the French 
psychologist A.Binet. Such followers of A.Binet 
as L.Terman [1916], R.Maylee [1928], J.Raven, 
R.Amthauer [1936], R.Kettel [1958] improved 
the techniques, created new test tasks for the 
definitions of the "intelligence coefficient".
V.Stern gave a broad definition of intellectual 
giftedness, which distinguishes the orientation 
of thinking by the distinctive features of 
intellectual giftedness. In the presentation of 
V.Shtern, the concept of giftedness is not limited 
only to the intellect and distinguishes the general 
giftedness. He gave the following definition of 
giftedness: "Mental giftedness is the general 
ability to consciously direct your thinking to 
new demands, there is a general mental ability 
to adapt to new tasks and conditions of life". 
This characteristic of giftedness contributed to 
the development of levels of differentiation of 
giftedness.
L.Termen put forward the idea that in 
different spheres of activity, it is not the 
intellect of IQ that is required, but the more 
complex qualitative peculiarity of the psyche 
that is capable of generating original ideas, 
that is, "creativity". The study of problems of 
productive thinking in Western European and 
American psychology dealt with J.Gilford, 
K.Dunker, V.Lowenfeld, V.Keller, C.Koffka, 
N.Mayer, L.Sekey, P.Torrance and others.
The model of the structure of intelligence 
developed by J.Gilford has created the 
possibility of a new understanding of creativity 
as a universal, cognitive ability. The key moment 
for the psychology of giftedness was the 
difference he introduced between two types of 
thinking: convergent and divergent. As a result 
of this study, J.Gilford's ability to converge 
thinking began to be identified with the test 
intelligence measured by the IQ system, and the 
ability for divergent thinking - with creativity. 
Therefore, testing of the main parameters of 
divergent thinking can be considered as a way 
of diagnosing creativity.
Testing creativity has created a desire to 
determine whether there is a connection bet-
ICSTI: 15.81.21
B.T. AITKAZINOVA
“Turan-Astana” university
(Astana, Kazakstan)


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