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Experimental Psychology (Russia)

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2072-7593

ISSN (online): 2311-7036

DOI: http://dx.doi.org/10.17759/exppsy

License: CC BY-NC 4.0

Started in 2008

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Methods of diagnosing conceptual abilities 75

Kholodnaya M.A., Doctor of Psychology, Professor, Сhief Researcher at the Laboratory of the Psychology of Abilities and Mental Resources named after V.N. Druzhinin, Institute of Psychology, Russian Academy of Sciences, Moscow, Russia, kholod1949@yandex.ru
Trifonova A.V., PhD in Psychology, Associate Professor, Russian Academy of National Economy and Public Administration under the President of the Russian Federation, Moscow, Russia, a-linblches@mail.ru
Volkova N.E., Junior Researcher at the Laboratory of the Psychology of Abilities and Mental Resources named after V.N. Druzhinin, Institute of Psychology, Russian Academy of Sciences, Moscow, Russia, nats29@mail.ru
Sipovskaya Ya.I., PhD in Psychology, Researcher at the Laboratory of the Psychology of Abilities and Mental Resources Named after V.N. Druzhinin, Institute of Psychology, Russian Academy of Sciences, Moscow, Russia, syai@mail.ru
Abstract
Conceptual abilities are considered as an important component of the individual intellectual resource of the subject that determines the productivity of intellectual activity at different stages of age development. Two techniques were developed and described — “Generalization of three words” and “Conceptual synthesis” — which allow us to measure the level of formation of conceptual (categorical and conceptual) abilities, as well as their psychometric testing.

Keywords: conceptual (categorical and generative) abilities, method “Generalization of three words”, method “Conceptual synthesis”

Column: Psychodiagnostics

DOI: http://dx.doi.org/10.17759/exppsy.2019120308

Funding

The paper was supported by the Russian Foundation for Humanities (project 19-013-00294 A, «Conceptual abilities: ontological status, types, influence on the productivity of intellectual activity and role in the regulation of coping behavior»).

For Reference

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